民族地区乡村教师的特殊素养:价值、结构及培养路径

民族地区乡村教师的"特殊素养"是指民族地区乡村教师为适应民族地区乡村教育的独特对象、独特文化背景和独特目标实现的特殊性要求所具备的除一般素养外的素养。民族地区乡村教师的特殊素养亦是其从事民族地区乡村教育所需要的内在禀赋与外在行为的融合。民族地区乡村教师的特殊素养对于促进乡村少年儿童成长及发展、教师专业提升与知识资本养成、乡村教育质量提升及内涵式发展都具有重要价值。为适应民族地区文化多元及教育需求多样等特征,民族地区乡村教师之特殊素养需要树立"本土化"培养立场,具体实践路径包括:构建本土课程体系目标、将本土文化融入课程、丰富本土课程资源、拓展课程本土实践形式、开展本土教育情怀实践体验活动。     

民族杂居区不同民族中小学教师信息素养的比较研究

在新疆这样的多民族地区,教育信息化关键是民族教育的信息化,而民族教师的信息素养水平在新疆民族信息化进程中的作用举足轻重.本文在问卷调查的基础上,对新疆某民族杂居地区的哈萨克族、回族、汉族中小学信息素养水平进行了调查研究,调查结果表明:回族中小学教师与汉族中小学教师的信息素养水平之间不存在显著性差异,但回汉中小学教师与哈萨克族中小学教师之间却存在显著性差异,文中尝试对出现此种差异的原因进行了分析.     

文化适应视角下民族院校少数民族大学生信息素养的提升路径

民族地区信息化的发展,需要大量具有较高信息素养的复合型人才,因而提升少数民族大学生信息素养是民族地区发展的现实需求。少数民族大学生在具有多元民族文化背景的民族院校进行跨文化学习和生活,文化适应能力成为其信息素养构建和发展的一个重要影响因素。本研究借助文化适应理论,依据少数民族大学生信息素养问卷调查和个体深度访谈的数据分析结果,对民族院校少数民族大学生信息素养构建中的态度倾向、存在问题和影响因素进行归因分析。研究发现:少数民族大学生的信息素养建构与其文化适应意识、能力具有显著的相关性;少数民族大学生进入大学前的信息素养文化资本较弱,入学后普遍对信息素养重要性的认识呈现积极态度;民族院校开设的信息技术等公共必修基础课程为少数民族大学生提升信息素养提供了重要帮助,校园网络、在线网络课程、同伴间的互相学习也是少数民族大学生跨文化适应和信息素养发展的关键影响因素;民族院校的信息素养教育课程体系和教学环境亟待完善。最后,本研究基于文化适应的学习环境,提出提升民族院校少数民族大学生信息素养的路径:(1)在意识观念上加强少数民族大学生的信息素养意识教育;(2)在技术知识上不断完善民族院校的信息素养教学改革;(3)在组织管理上加强民族院校的顶层设计和制度建设。     

美国多元文化教师教育的实施策略与启示

美国多元文化教师教育指美国教师教育领域为了培养职前和在职教师的多元文化教育能力而进行的一系列变革。美国教师教育机构主要采取两大措施开展多元文化教师教育：一是开设专门的课程,同时将多元文化教育理念渗透在整个培养方案中;二是在课程实施中采取自传和反思、基于社区的学习、文化敏感性教学等方式培养教师的多元文化教育知能。这对我国民族地区教师教育的启示是：要重视民族地区教师教育的特殊性,充分挖掘和培育多元文化教师教育资源,为教师提供跨文化体验的机会,强化自主反思与探究。     

多元文化视野中的教师教育

现代民族国家文化多样性的社会特征,使学校中的教师不可避免地面临着多元文化的教学情境,教师需要具备多元文化的相关知识,能够处理多元文化情境中出现的教育教学问题。多元文化教师,成为现代民族国家教师教育的理想。但是,我国少数民族师资培养中,忽视了多元文化教育理念培养,缺乏跨文化教育教学能力的专业训练。本文从多元文化视角出发,对多元文化教师所应具备的素养及其教育的方法与策略进行思考,以期对我国民族地区跨文化师资的形成提供有益的启迪。     

对少数民族地区课改工作的思考

在少数民族地区实施课程改进,目的在于培养少数民族学生的多元文化理念和跨文化交往能力。改进应根据本地区学生的认知结构、学生的特点去进行。教师素质对民族地区多元文化课程的实施至关重要。但是,目前民族地区教师缺乏多元文化教育的理论知识,缺乏对本民族的历史、文化、语言、风俗的了解和认同,对民族文化的认识往往是零碎、片段、感性的,缺乏有意识的学习和研究,对民族传统文化缺乏正确的评价,有的甚至简单地把少数民族传统文化与现代文化对立起来,缺乏系统的民族心理学和民族教育学的理论知识,对少数民族学生的心理特点了解不够,缺乏…     

民族地区学前公共教育的现代化:文化境遇与走向

民族地区特殊的文化条件和家庭教育传统使得该地区学前公共教育的现代化发展面临文化上的挑战和困境。为此,要完成学前公共教育的现代性增长及其实现,就要以促进儿童发展为核心,保持民族传统文化与现代学前公共教育理念之间的必要张力;关注民族教育生态,探索多样化的学前公共教育机构形式;走向生态的学前公共教育;促进幼儿教师文化自觉意识的养成,提升多元文化素养;明晰发展语境,创办具有民族特色的学前公共教育。     

我国民族地区文化回应教学的结构模型与实践路径

文化回应教学理论关注学生的文化境脉、生活背景、交往方式等对学习产生的影响,目的在于提高学生的学业表现,使学生形成文化适应能力。当前,我国民族地区存在文化回应教学理念的缺失、文化回应教学内容的片面性、教师缺乏文化回应教学的综合能力、学生的学习效率偏低等问题。依据多元文化整合教育理论、文化回应教学理论、具身认知理论建构民族地区“融合多层回应”的文化回应教学结构模型,有助于文化回应教学实践路径的生成,其中“融合”体现的是文化整合理念,“多层”指民族地区文化回应教学的结构要素,“回应”指文化回应教学的运行过程。依据此结构提出落实立德树人,达到以文化人的育人目标;提升文化素养,培养文化回应教学的教师;联系生活境脉,生成文化回应教学的内容;整合文化资源,增强文化回应教学的环境建设等路径。     

广西民族地区乡村幼儿教师的素养及培养路径——以地方性知识、跨文化能力和乡土情怀三方面素养的培养为例

本文对广西民族地区乡村幼儿教师进行调查,了解并分析民族地区乡村幼儿教师素养培养过程中存在的问题,指出应依托本地区的政府部门、师范类院校、幼儿园等多方力量,基于民族地区多元文化特色,明确素养培养目标,贯穿幼儿教师职前与职后两个阶段,通过“增”与“融”的方式完善课程体系、挖掘本土教育资源深化民族文化认同感、增加本土实践课程强化教学实践内容、构建园本课程提高教师跨文化整合能力、推进“互联网+培训”强化传承与创新意识、发挥教育协同作用形成素养培养合力、物质与精神双保障坚定民族教育信念,使民族地区乡村幼儿教师地方性知识、跨文化能力和乡土情怀三方面的素养得到有效提升。     

多元文化教育的实质与民族地区教师的文化品性

本文探讨了多元文化教育的实质及其目标,对民族地区多元文化教育在民族教育发展中的地位进行了分析,指出了我国当前多元文化教育理论与实践中存在的诸多误区,并时多元文化教育下民族地区教师的文化品性及其培育等问题进行了阐述。     

Culture and Technology: implications for multicultural teacher education

ABSTRACT

American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom.     

Second Life to support Multicultural Literacy: Pre- and In-service Teachers' Perceptions and Expectations

The purpose of the study was to examine preservice teachers’ attitudes using Second Life for multicultural literacy and to explore effective strategies to implement this technology in teacher preparation programs. Participants included thirty-six preserve teachers from early childhood, elementary, and secondary education programs. Participants indicated that interacting with cultural artifacts and diverse populations promoted multiculturalism, 47.5% reported that Second Life supported the development of multicultural attitudes and 50% indicated that Second Life can support multicultural respect. Additionally, 33.4% considered Second Life an effective learning tool for K-12 education while 40% remained undecided. Participants questioned the veracity of certain objects, often failed to communicate with individuals from other cultures, and worried about inappropriate content. Despite these limitations, Second Life could serve as a rich environment to build multicultural knowledge through culturally representative locations, artifacts, and communication. Suggestions for incorporating multicultural experiences via Second Life are presented.     

Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style

The study investigated the relationship of teacher and student ethnic background to their perceptions of teacher interpersonal behaviour. It is theoretically linked to research on multicultural education and teacher interpersonal communication styles. Perceptions of 27 Asian-American and Hispanic-American teachers and their students in culturally diverse high schools were gathered by means of questionnaires and structured interviews. Teachers had more favourable perceptions of their own behaviour than their students did. Student and teacher ethnic background had a small but significant impact on students’ perceptions of their teachers. Interview data provided some evidence that concepts studied in relation to the cultural dimensions of communication, such as respect from students, closeness, and identification of students with their teachers, are helpful in explaining the relationship between ethnic background and perceptions of students and teachers. The results merit further research into the effects of culture on perceptions and provide recommendations for improvements in culturally responsive education.     

The emergence of reading literacy in post-primary teacher education: from the background to the foreground

While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened.     

普及学前教育：加强民族地区国家通用语教育的关键

儿童的语言教育既要遵循儿童发展的规律,又要符合语言教育规律,还要考虑少数民族儿童语言学习的特点。在学前教育阶段加强国家通用语教育的策略包括:加强党的民族政策的学习,把握双语教育的正确方向;优先支持民族地区幼儿园建设,普及民族地区学前教育,在幼儿阶段强化国家通用语教育;在活动中提高儿童的国家通用语水平;注重信息技术的运用;加强学前师资队伍建设;营造良好的国家通用语学习环境。加强少数民族地区幼儿园建设,普及民族地区学前教育,抓住儿童语言发展的关键期开展国家通用语教育,使少数民族儿童较好掌握国家通用语,为少数民族儿童的终身发展奠定坚实的基础,对促进少数民族儿童的国家认同、加强民族团结,意义重大,影响深远。     

国外多元文化教育的特点及启示

作为一种教育理念,多元文化教育自诞生以来,逐渐成为一场国际运动。国外的多元文化教育无论是在政策法规的制定、学校设置、师资队伍建设,还是在课程设置、教学语言等方面都有其自己的特点。国外的多元文化教育对我国的启示在于:树立多元文化理念;制定相应的政策法规,为多元文化教育提供政策上、法律上的保障;设立多样化的民族学校;加强师资队伍建设,提高教师素质;注重从小教育;设置多元文化课程;实行双语教学等等,以此推动我国多元文化教育更好地发展。     

Elementary teachers’ beliefs about multicultural education practices

As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed.     

Teachers’ Multicultural Awareness and the Ethnic Identity of Minority Students: An Individual Case Study of a Hani Student

This study considers the role of teachers’ multicultural awareness in promoting minority students’ ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers’ multicultural awareness affects ethnic identity and the academic achievement of minority students. This case study enables the authors to assess the significance and value of teachers’ multicultural awareness as an educational concept. Through the study, the authors point to a need to strengthen multicultural awareness in teachers’ education to meet requirements of cultural diversity. The authors also emphasize that such awareness should be an objective of teacher training.     

Multicultural visions in early reading classrooms: Implications for early childhood teacher educators

Abstract

Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow. © 2005 Elsevier Inc. All rights reserved.     

多元文化素养:教师专业发展的时代要求

多元文化素养是多元文化时代教师所必须具备的重要素质。培养教师的多元文化素养已成为多元文化教育理念下教师教育探讨的核心问题。未来教师必须具备一定的多元文化知识、态度及技能才能胜任其所面对的具有多元文化特征的教育教学工作。文章从知识目标、态度和情感目标、技能目标三个方面审视多元文化教育理念下教师应具备的多元文化素养,以帮助我们更深入地了解其内涵。