文化回应教学理论:背景、思想与实践--华盛顿大学多元文化教育中心 Geneva Gay 教授访谈

发布时间：2018-04-20 06:21

  本文选题：文化 + 文化回应教学　； 参考：华盛顿大学多元文化教育中心 Geneva Gay 教授访谈

【摘要】：文化回应教学作为一种教学取向以及一种行动方案,有其提出的理论背景、思想脉络和实践意向。教学忽视了学生的文化差异,没有关注他们的生活经历和文化背景,仍是以主流文化的标准及方式要求他们,因而造成少数民族学生学业低落。教师应该理解学生成长的母文化、学生文化行为所暗示的文化意蕴以及学生之间的文化差异,将学生的母文化作为学习的桥梁,而不是学习的障碍,学校教育应适度反应学生的母文化,使学生的学习经验更具脉络意义。教师需要关怀学生、与学生建立多种沟通方式、开发多元文化课程以及保持教学与文化一致性的教学架构。
[Abstract]:As a teaching orientation and an action plan, cultural response teaching has its theoretical background, ideological context and practical intention. The teaching neglects the cultural difference of the students, does not pay attention to their life experience and cultural background, and still requires them according to the standard and the way of the mainstream culture, thus causing the minority students to be low in their studies. Teachers should understand the mother culture of students' growth, the cultural implication of students' cultural behavior and the cultural differences between students, and regard the mother culture of students as a bridge rather than an obstacle to learning. School education should reflect students' mother culture appropriately and make students' learning experience more meaningful. Teachers need to care for their students, establish a variety of ways of communication with students, develop multicultural curriculum and maintain the teaching framework of consistency between teaching and culture.
【作者单位】： 美国华盛顿大学多元文化教育中心;西北师范大学西北少数民族教育发展研究中心;
【基金】：全国教育科学“十二五”规划项目国家一般课题“美国多元文化公民教育对我国民族教育的启示”阶段性成果
【分类号】：G04-4
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本文编号：1776620