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少数民族英语教育是一种跨文化载体的教育,在语言信息传递的各个环节都受到民族认知因素的影响,本文以藏族为例,聚焦少数民族英语教育活动的民族认知趋向、民族认知接触以及民族认知环境,审视少数民族英语教育中的认知性冲突,并针对性地提出了潜在课程介入的思考,即增设少数民族常规英语教育的报偿体系,提供异质性教育对象所需要的额外认知依据,降低民族认知因素造成的教育消耗。
Minority English education is a cross-cultural carrier of education, which is affected by national cognitive factors in all aspects of the transmission of language information. Taking Tibetan as an example, ethnic minority English education focuses on ethnic cognitive trends in ethnic minority English education activities, ethnic cognition Contact and national cognition environment, examining the cognitive conflict in ethnic minority English education, and put forward the thinking of the potential curriculum intervention, that is, adding the compensation system of ethnic minorities regular English education, providing the heterogeneous education object Of the additional cognitive basis to reduce the national cognitive factors caused by the consumption of education.