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前人对民族地区教师学习的研究主要集中在教师专业发展、民汉合校等相关主题中。为了进一步了解民族地区教师学习的现状,运用混合研究方法对陈旗初中教师学习现状进行田野调查。在分析田野调查资料的基础上,结合前人在民族地区教师学习领域中的研究成果,发现民族地区的教师学习在目的、内容、方式等方面并没有彰显出民族特色。面对这种情况,尝试借鉴位育思想来指导民族地区的教师学习。所谓位育是指个体以自身所处的情境为基础,以相应的实践活动为策略适应情境并促进自身发展的过程。在位育思想的指导下,民族地区的教师学习可以从如下两个方面入手:其一,安其所有,即民族地区教师在明确自身所处情境的基础上主动地适应该情境;其二,遂其生也,即民族地区教师从生活情境中选择文化工具开展情境学习。
The predecessors’ research on teacher learning in minority areas mainly focuses on such topics as the professional development of teachers and the combination of civil and military schools. In order to further understand the status quo of teacher learning in ethnic minority areas, a mixed field study was conducted on the status quo of teachers’ learning in Chenqi junior middle schools. Based on the analysis of the field investigation data and the research results of predecessors in the field of teachers’ learning in ethnic minority areas, it is found that the teacher learning in ethnic minority areas does not show the national characteristics in terms of purpose, content and mode. Faced with this situation, try to learn from the concept of education to guide the teacher education in ethnic regions. The so-called birthing refers to the individual to their own situation as the basis, the corresponding practice as a strategy to adapt to the situation and promote their own development process. Under the guidance of the concept of bourgeois education, teachers’ learning in ethnic areas can be started from the following two aspects: First, all of them, that is, teachers of ethnic areas take the initiative to adapt to the situation based on their own situation; Then their students, that is, teachers from ethnic areas from the context of life to choose cultural tools for situational learning.