摘要
我国民族地区大都处于祖国边陲,以"多语言、大杂居、小聚居"甚至"跨境而居"为基本特征。随着全球化进程的加快,国际文化交流日益频繁,故民族地区的双语教育应具有"稳民固边"、维护"文化安全"、凸显"话语共同体"的功能与作用。在双语教育中教育主体之间要形成"主体间性",教育内容要强调"文化间性",教育实践要凸显"话语间性"。从语言到话语双语的教育范式需要做到三个"偏移":从语言的工具性向本体性偏移,从单向灌输向对话交流偏移,从显性教育向隐性教育偏移。
Chinese ethnic areas,mostly in the border of our motherland,are marked in the characteristics of ＂multi-languages,ethnically mixed,small communities＂ and even ＂cross-border living＂.With the acceleration of the globalizing process and increasing exchanges of foreign culture,bilingual education in minority areas should possess the functions of ＂stabilizing the people,consolidating the border＂,＂maintaining cultural security＂ and ＂highlighting the discourse community ＂.In bilingual education,the subjects of education should form the relationship of ＂inter-subjectivity＂,the content should stress on ＂inter-culturality＂ and the practice should emphasis＂inter-discursivity.The following three ＂shifts＂ should be taken to transform educational paradigm from language to discourse： ＂language tools＂ shifts to ＂language ontology＂,＂unidirectional inculcating＂ transfers to ＂dialogues and exchanges＂.
出处
《广西师范大学学报（哲学社会科学版）》
北大核心
2017年第3期105-110,共6页
Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)
基金
国家民委项目"民族地区双语教育现状与问题"(14ZYZ011)
新疆维吾尔自治区普通高等学校人文社会科学重点研究基地"南疆教育发展研究中心"重大课题(XJEDU070115A02)
关键词
马克思主义语言观
话语
话语共同体
双语教育
Marxist standpoint on language
discourse
discourse community
bilingual education
