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我国对民族地区双语教育的研究主要集中在近10年左右。虽然民族地区的双语教育在近10年得到了重视,但总体研究的力度还很不够。现就民族地区双语教育研究进行简要述评,以便能更有针对性地对民族地区双语教育进行研究。一、双语教育的界定双语教育源于双语现象。马学良等认为“双语”一词应理解为:一是这种现象大多出现在多民族的国家里;二是由于不同民族、不同地区所处的社会条件以及社会发展的情况不同;三是双语现象形成的原因主要是民族接触和民族交流。这一认识在我
The research on bilingual education in minority areas in our country mainly focuses on the past 10 years or so. Although bilingual education in ethnic minority areas has gained much attention in recent 10 years, the overall research is not enough. A brief commentary on bilingual education in ethnic minority areas is given so that we can conduct a more targeted study of bilingual education in ethnic minority areas. First, the definition of bilingual education Bilingual education from bilingual phenomena. Ma Xueliang believes that the term “bilingual” should be interpreted as referring to: First, most of this phenomenon occurs in a multi-ethnic country; second, due to the different social conditions and social development in different ethnic groups and different regions; thirdly, The main reasons for the formation of bilingual phenomena are ethnic contacts and ethnic exchanges. This understanding is me