云南省黎明市孟波镇中学多元文化教师民族志研究

发布时间：2018-01-04 23:27

本文关键词：云南省黎明市孟波镇中学多元文化教师民族志研究　出处：《中央民族大学》2009年博士论文　论文类型：学位论文

【摘要】： 本研究是一项以批判主义人类学的后现代主义为主要理论范式,采用文化唯物主义的主位研究和客位研究相结合的微观教育民族志研究,主要通过观察我国云南省西双版纳傣族自治州黎明市孟波镇中学的课堂教学来研究少数民族地区多元文化教师的专业发展现状,并对之进行详细的描述和解释。研究过程包括长达七个月时间的四次田野研究。本研究把多元文化教师界定为:尊重学生的差异和个体文化,认识到教育就是要让所有学生接受平等的教育,帮助弱势群体的学生发展更为积极的态度以及文化价值取向,除了必须具备扎实的教育专业素养与学科专门知识之外,还应具备基本的文化人类学素养以及多元文化课程设计能力和多元文化教学设计能力。多元文化教师专业发展是指作为多元文化教师的专业成长或教师在文化等方面的专业结构不断更新、演进和丰富的过程。本研究主要通过案例的形式,描述和分析了孟波镇中学教师多元文化教育理念,论述平等与公正是多元文化教师的核心理念,多元文化教师是民主的、自由的,是对学生充满爱、对不同文化充满爱的。本研究通过课堂教学案例片段,描述和分析了孟波镇中学课堂教学中教师的多元文化课程设计能力,多元文化课程设计能力是多元文化教师的一项最重要和基本的能力。这种多元文化课程设计能力主要包括两个方面,非多元文化课程素材的设计和多元文化课程素材的设计。多元文化素材与多元文化教育之间不存在必然的联系,教师是实现多元文化教育的关键,教材只是一个前提;通过课堂教学案例片段,描述和分析了孟波镇中学课堂教学中教师的多元文化教学设计能力。多元文化教师课堂教学设计能力包括很多方面,如尊重多元和差异、联系学生的经验、运用讨论合作教学等。本研究结合田野研究,提出了多元文化教师的发展阶段理论和类型理论。本研究提出少数民族地区多元文化教师专业发展分为多元文化无意识、多元文化觉醒、多元文化行动与批判三个阶段;多元文化教师可以分成“来自内部的局内人”、“来自内部的局外人”、“来自外部的局内人”和“来自外部的局外人”四种类型。然后对多元文化教师的培养,主要从多元文化教师的职前培养和职后培养两个方面提出有针对性的建议:师范院校的分类设置;扩大民族学生在师范院校中的招生比例;师资培训部门对于多元文化教师的培养目标设立和课程改革等;少数民族地区学校应形成自己的办学特色;少数民族地区中小学应成为多元文化教师培训的主要基地;改革教育评价制度政策等。本研究的意义主要体现在:本研究从文化人类学、社会学的角度来探讨教师的专业发展,丰富了我国现有的教师教育研究领域。第二,本研究提出教师是实现多元文化的关键因素,对丰富我国的多元文化教育研究具有一定的理论意义。第三,本研究通过深入到少数民族地区民族中学做人类学研究,深入、全面地了解民族教育的现状,所存在的问题和面临的挑战,以期引起各界同仁学者、政府部门等对少数民族地区教育的关注,采取和制定相应的政策等促进少数民族地区教育和教师的发展,对促进少数民族地区教育理论研究具有一定的意义。最后,本研究以少数民族地区的一所民族中学为个案,以课堂教学中师生互动为观察视角,尤其是研究中通过一些鲜活的案例、师生对话、场景描写等,来研究多元文化教师,在一定程度上,丰富和发展了我国在多元文化教师课堂民族志研究上的不足。
[Abstract]:This study is a critique of Anthropology of postmodernism as the main theoretical paradigm, research on micro educational ethnography emic and etic research by cultural materialism, combining the current situation of professional development is mainly to study the multicultural teachers in minority areas through classroom observation Meng Bo town middle school in Yunnan Province, Xishuangbanna City dawn Dai Autonomous Prefecture, and made a detailed description and explanation of the four field study for seven months including the research process.
This study of the multicultural teacher is defined as: respect for differences between students and individual culture, to realize that education is to let all students receive equal education, to help vulnerable groups of students to develop more positive attitudes and cultural value orientation, but must have a solid professional quality education and subject expertise, but also should have the basic literacy of cultural anthropology and multicultural curriculum design ability and multicultural teaching design ability. The professional development of teachers is defined as a multi culture multi culture the professional growth of teachers or teachers' professional structure in the cultural aspects of the update, evolution and process.
This research mainly through the form of case description and analysis of our town middle school teachers' multicultural education, discusses the equality and justice is the core concept of multicultural teachers, multicultural teacher is a democratic, free, full of love for the students, full of love for different cultures. In this study, through classroom teaching case fragments. The description and analysis of the multicultural curriculum design teachers' ability of our town middle school classroom teaching, multicultural curriculum design of multicultural teacher ability is one of the most important and basic skills. The multicultural curriculum design ability mainly includes two aspects, the design of non multicultural curriculum material and multicultural curriculum material design. There is no necessary connection between multicultural materials and multicultural education, teachers is the key to the realization of multicultural education, teaching is a prerequisite; through the course The case teaching fragments, description and analysis of the ability of teaching design teachers' multicultural Mengbo Township Middle School in the classroom teaching. The ability of multicultural teachers' classroom teaching design includes many aspects, such as respect for differences and diversity, with the experience of students applying to discuss cooperation teaching.
This study combined with field research, put forward the multicultural teacher development theory and type theory. This study proposes the multicultural teacher professional development in ethnic minority areas is divided into multi cultural unconsciousness, multicultural awareness, multi-cultural action and criticizing the three stage; multicultural teachers can be divided into "internal insider". "An outsider from the inside", "external insider" and "outsider" from the outside of the four types. Then the training of multicultural teachers, mainly from the multicultural teacher pre training and post training two aspects put forward some suggestions: classification settings in normal colleges; the expansion of the national students in normal universities in the proportion of enrollment; teacher training departments for the establishment of multicultural teacher training objectives and curriculum reform; schools in minority areas should form their own The characteristics of school running; the primary and secondary schools in minority areas should be the main base for the training of multicultural teachers; the reform of the education evaluation system policy and so on.
The significance of this study lies in: the study from the cultural anthropology, sociology point of view to explore the professional development of teachers, enrich our existing teacher education research. Second, this study proposed that the teacher is a key factor to achieve multi culture, which has some theoretical significance on the research of multicultural education to enrich our third. In this study, through in-depth to the national middle school in minority areas for anthropological research, in-depth and comprehensive understanding of the status of national education, the existing problems and challenges, in order to attract people from all walks of life scholars, government departments focus on education in the minority areas, and to formulate corresponding policies to promote the development of education and teachers in minority areas, has a certain significance to promote theoretical research on education in ethnic minority regions. Finally, the research on the minority area of a national middle school In case of teacher-student interaction in the classroom teaching from the view of research, especially through a number of fresh cases, teacher-student dialogue scenes, to study the multicultural teachers, to a certain extent, the enrichment and development of China's problems in the research of classroom ethnography of multicultural teachers.

【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G527;K28

【引证文献】