摘要
我国西部地区是少数民族分布较为集中的地区,多民族与多元文化是西部地区教育发展的基本现实,教师人才的培养必然要关注跨文化素养的培育。我国西部民族地区教师跨文化素养的形成与发展具有本土的历史性,在党的民族教育政策的主导下,教师跨文化素养发展是一个赓续演进的过程,分别经历了社会奠基、体系建构、规模化发展及理性引领四个时期。在此过程中,党的民族教育政策先后沿着“平等与联合”“优先与扶持”“双语双文化”“积极稳妥”的思路推进。相应地,教师跨文化素养发展的语境也经历了不同的嬗变,分别为文化接触与尊重、文化理解与援助、文化差异与适应、文化互动与融合。对此保持清晰的认识,有助于更好地把握我国民族教育事业的未来。
Western China is a region where ethnic minorities are concentrated.Multi ethnicity and multiculturalism are the basic reality of educational development in Western China.The teacher talents cultivation must pay attention to the cultivation of cross-cultural literacy.The formation and development of teacher's cross-cultural literacy in ethnic minority areas in Western China is local and historic.Under the guidance of the party's ethnic education policy,the development of teacher's cross-cultural literacy is a continuous evolution process,which has experienced four periods:social foundation laying,system construction,large-scale development and rational guidance.In this process,the party's ethnic education policy has followed the principles of"equality and unity","priority and support","bilingual and bicultural"and"positive and stable".Accordingly,the context of teachers'cross-cultural literacy development has also experienced different changes,including cultural contact and respect,cultural understanding and assistance,cultural differences and adaptation,cultural interaction and integration.Maintaining a clear understanding of this will help to grasp the future and Prospect of our national education.
出处
《重庆第二师范学院学报》
2021年第5期98-103,127,128,共8页
Journal of Chongqing University of Education
基金
合肥师范学院博士基金项目“西部地区教育均衡的历史考察与现实问题”(遵师BS[2019]14号)
贵州省理论创新课题(联合课题)“文化生态学视域下贵州省少数民族乡村教师文化研究”(GZLCLH-2021-357)
国家一流课程“教育学”阶段性成果。
关键词
西部民族地区
教师跨文化素养
政策
语境
western minority areas
teacher's cross-cultural literacy
policy
context
