摘要
以文化生态学作为理论出发点,以新疆维吾尔自治区为例,通过考察少数民族教师教育的实际状况,探讨了文化生态学作为指导少数民族教师教育理论基础的可能性与必要性。研究分析了少数民族教师教育实践在人与文化、人与人、人与自我、人与自然四重关系上所呈现的文化功能偏失等问题,阐明了少数民族的教师教育应该朝着培育文化生态方向发展的观点。其具体路径包括:教师教育理念的更新从“政策性补充”转向“文化性生成”;教师教育机制的改进从顶层设计为主导转向顶层与基层相结合;教师教育资源的建设从专业资源的引进和接纳转向文化生态资源的开发和共享;教师教学研究从专业技能型转向文化反思型。
Taking cultural ecology as the theoretical starting point and Xinjiang Uygur Autonomous Region as an example, this paper discussesthe necessity and possibility forthe cultural ecology to become the guiding theory for ethnic minority teachers education based on the investigation of ethnic minority teachers education reality in Xinjiang. Based on the analysis of cultural function deviation of ethnic minority teachers educational practice in the four relationships: human and culture, human and human, human and self, human and nature, it is illustrated that ethnic minority teachers education should move toward cultivating cultural ecology. Ways ofcultivating cultural ecology include: renewal ofteachers education idea from "policy-based supplement" to"cultural generation", improvement of teachers education mechanism from top level dominance to integration of top level and bottom level, changing construction of teachers education resources from professional resources introducing and admission to cultural ecological resources exploitation and sharing, and change of teachers teaching mode from skill-orientedness to cultural-reflection.
作者
朱江华
ZHU Jianghua(School of Teacher Education,Zunyi Normal University,Zunyi 563006,China)
出处
《教师教育学报》
2019年第5期46-51,共6页
Journal of Teacher Education
基金
中央高校基本科研业务费专项资金资助项目“文化生态学视野中新疆少数民族双语教育发展研究”(2016CBY009),项目负责人:朱江华
关键词
文化生态学
少数民族教师
教师教育
路径
新疆
cultural ecology
ethnicminority teachers
teachers education
path innovations
Xinjiang
