课堂教学过程中多元文化的冲突与融合
|
摘要
多元文化教育是当今世界教育的热点问题之一。它是对移民问题、种族冲突等问题的积极反应,体现了教育民主化的国际趋势。它既是一股强劲的理论思潮,又是一场声势浩大的实践活动。自我国实行改革开放以来,对外交往明显增多。当前,随着经济全球化和信息网络化的出现,随着我国经济与社会的不断繁荣和稳定,以及我国加入WTO、申奥的成功,移居中国的外来移民也在不断的增多。多元文化教育有利于人们对不同文化的理解,更有利于学生在认同本民族文化的基础上,理解和吸纳移入的异域文化。
目前,多元文化教育已逐步体现在有关学校教育的政策和实践中,但对于深入到多元文化背景下的课堂教学,还未形成相对完善的研究体系。本研究旨在通过对多元文化、文化冲突与文化融合的科学界定,对课堂教学过程中多元文化冲突的现状予以分析,并在此基础上,提出实现文化融合的方式和途径,为多元文化课堂教学提供思路。全文共分以下几个方面:
引言:阐述了本研究的背景,说明了本研究的目的、意义与研究基础和方法。第一章:对多元文化、文化冲突与文化融合进行了阐述,澄清了相关基本概念的混淆,为本研究奠定了理论基础。第二章:采用课堂观察法与访谈法,描述了课堂教学过程中师生、生生间的文化冲突,并加以分析,揭示了多元文化冲突的特点。第三章:从课堂教学过程中文化融合的表现入手,探究应对文化冲突的对策。第四章:从多元文化教学的目标、原则、方法、策略等方面,阐释多元文化的冲突与融合为教学带来的启示。最后为结束语:研究的结论与局限。
Nowadays, multicultural education is one of the hottest spots in world education. It is a generous response to the immigration, conflict of races, etc, and reflects the international tendency to educational democratization. It is a kind of strong trend of thought, as well as a large-scale practical movement. Since carrying out the policy of reform and opening up, our contacts with foreign countries distinctly increase. At present, as the appearance of economic globalization and informational networking, as the economic prosperity and society in good order, as our country’s enter to WTO and success in the Olympic bid, more and more people immigrate into China. Multicultural education has the advantage of understanding different culture among different people, and it is also beneficial to students’absorbing the culture from foreign countries on the basis of identifying with their own culture.
At present, multicultural education has been in the policy and practice of school education. However, as for the classroom teaching in the context of multiculture, there hasn’t been well-researched system. This research is to analyse the present situation of the multicultural conflict in the course of classroom teaching through giving scientific definition of multiculture, the conflict of multiculture, and the integration of multiculture. Then put forward some ways of realizing integration to provide enlightenment of classroom teaching. This thesis includes some following aspects mainly:
Preface: expounding the background of this research, as well as statement of the objectives, significance and bases and methods of this research. Chapter One: definition of multiculture, cultural conflicts and cultural integration with clarifying confusion of basic concepts. Chapter Two: illustration of cultural conflicts between teachers and the ones between students with the methods of observation and interviews. Revealing the characteristics of the conflicts of multiculture. Chapter Three: probing into countermeasures against cultural conflicts by starting with the phenomena of cultural integration in the course of classroom teaching. Chapter Four: illustration of the enlightenment of classroom teaching with the multicultural teaching goals, principles, methods and strategies. The last is tag: the conclusion and the limitation of this research.
目前,多元文化教育已逐步体现在有关学校教育的政策和实践中,但对于深入到多元文化背景下的课堂教学,还未形成相对完善的研究体系。本研究旨在通过对多元文化、文化冲突与文化融合的科学界定,对课堂教学过程中多元文化冲突的现状予以分析,并在此基础上,提出实现文化融合的方式和途径,为多元文化课堂教学提供思路。全文共分以下几个方面:
引言:阐述了本研究的背景,说明了本研究的目的、意义与研究基础和方法。第一章:对多元文化、文化冲突与文化融合进行了阐述,澄清了相关基本概念的混淆,为本研究奠定了理论基础。第二章:采用课堂观察法与访谈法,描述了课堂教学过程中师生、生生间的文化冲突,并加以分析,揭示了多元文化冲突的特点。第三章:从课堂教学过程中文化融合的表现入手,探究应对文化冲突的对策。第四章:从多元文化教学的目标、原则、方法、策略等方面,阐释多元文化的冲突与融合为教学带来的启示。最后为结束语:研究的结论与局限。
Nowadays, multicultural education is one of the hottest spots in world education. It is a generous response to the immigration, conflict of races, etc, and reflects the international tendency to educational democratization. It is a kind of strong trend of thought, as well as a large-scale practical movement. Since carrying out the policy of reform and opening up, our contacts with foreign countries distinctly increase. At present, as the appearance of economic globalization and informational networking, as the economic prosperity and society in good order, as our country’s enter to WTO and success in the Olympic bid, more and more people immigrate into China. Multicultural education has the advantage of understanding different culture among different people, and it is also beneficial to students’absorbing the culture from foreign countries on the basis of identifying with their own culture.
At present, multicultural education has been in the policy and practice of school education. However, as for the classroom teaching in the context of multiculture, there hasn’t been well-researched system. This research is to analyse the present situation of the multicultural conflict in the course of classroom teaching through giving scientific definition of multiculture, the conflict of multiculture, and the integration of multiculture. Then put forward some ways of realizing integration to provide enlightenment of classroom teaching. This thesis includes some following aspects mainly:
Preface: expounding the background of this research, as well as statement of the objectives, significance and bases and methods of this research. Chapter One: definition of multiculture, cultural conflicts and cultural integration with clarifying confusion of basic concepts. Chapter Two: illustration of cultural conflicts between teachers and the ones between students with the methods of observation and interviews. Revealing the characteristics of the conflicts of multiculture. Chapter Three: probing into countermeasures against cultural conflicts by starting with the phenomena of cultural integration in the course of classroom teaching. Chapter Four: illustration of the enlightenment of classroom teaching with the multicultural teaching goals, principles, methods and strategies. The last is tag: the conclusion and the limitation of this research.
引文
[1]泰勒(Edward Burnatt Tylor).原始文化[M].连树声译.上海:上海文艺出版社,1992.1.
[2]傅铿.文化:人类的镜子——西方文化理论导引[M].上海:上海人民出版社,1990.12.
[3][4][5]吴克礼.文化学教程[M].上海:上海外语教育出版社,2002.50.
[6]郑荣双.多元文化:作用及误解[J].河南师范大学学报(哲学社会科学版),1999,26(5):28.
[7]Random House Webster.College Dictionary[M].New York:Random House Inc,1992.889.
[8]韩家炳.多元文化、文化多元主义、多元文化主义辨析——以美国为例[J].史林,2006,5:186.
[9][15][19][21][24][27]林存华.师生文化冲突研究[D]:[博士学位论文].上海:华东师范大学教育学系,2006.
[10]杨俊,彭贵川.论语文教育中人文精神培养的文化冲突与超越[J].西南民族大学学报(人文社科版),2004,25(11):276.
[11][22][23]陈平.多元文化的冲突与融合[J].东北师大学报,2004,(1):36.
[12]司马云杰.文化社会学[M].北京:中国社会科学出版社,2001.295.
[13]王继平.论近代中西文化冲突与整合过程中的价值选择模式[J].湘潭大学社会科学学报,2001,25(5):74.
[14]郑金洲.教育文化学[M].北京:人民教育出版社,2000.131.
[16]程继隆.社会学大辞典[M].北京:中国人事出版社,1995.358.
[17]吴菁.中西文化的冲突与应对[J].南通职业大学学报,2005,19(1):65.
[18]李晓明.文化冲突与青少年犯罪[J].苏州大学学报(哲学社会科学版),2002,(1):44.
[20]关健,李庆霞.文化的构成与文化冲突[J].边疆经济与文化,2005,(5):48.
[25]王纡然.校园中的孤岛——上海市公立中学国际部教育环境研究[D]:[硕士学位论文].上海:华东师范大学教育学系,2004.
[26] 黄 毅 . 教 学 方 式 变 革 过 程 中 小 组 合 作 学 习 有 效 性 的 研 究 .[EB /OL].http://www.hdavec.org/kgzc/5/a-index-006.asp,2008-01-16.
[28]柳伟.教育转型背景下的教师文化冲突及简单对策[J].云南师范大学学报,2003,(35):304.
[29]丁敏.课堂教学中的师生冲突[D]:[硕士学位论文].上海:华东师范大学教育学系,2001.
[30]里奇.多元文化课程[M].黄政杰主译.台北:台湾师大书苑,1994.73-74.
[31]Banks, JA. Multicultural Education: Theory and Practice[M].台北:心理出版社有限公司,1998.204-205.
[32][33][38]郑金洲.多元文化教育[M].天津:天津教育出版社,2004.146-147、150-151.
[34]戴维.伯姆.论对话[M].王松涛译.北京:教育科学出版社,2004.31.
[35]埃德加.莫兰.方法:思想观念[M].秦海鹰译.北京:北京大学出版社,2002.21.
[36]金生鈜.理解与教育[M].北京:教育科学出版社,1997.130.
[37]联合国教科文组织.学会生存[M].华东师范大学外国教育研究室译.上海:上海译文出版社,1979.205.
[39]Sleeter, C and Grant, C.Making Choices for Multicultural Education: Five Approaches to Race[J].Class and Gender,1988:21-23.
[40][41][42][43]杜钢.美国多元文化教育课程与教学理论评析[J].外国中小学教育,2007,(6):61-62.
[44]孙传远.学会用多元文化视角进行教学:美国中小学教师教育中的必修课[J].外国中小学教育,2007,(3):44.
[2]傅铿.文化:人类的镜子——西方文化理论导引[M].上海:上海人民出版社,1990.12.
[3][4][5]吴克礼.文化学教程[M].上海:上海外语教育出版社,2002.50.
[6]郑荣双.多元文化:作用及误解[J].河南师范大学学报(哲学社会科学版),1999,26(5):28.
[7]Random House Webster.College Dictionary[M].New York:Random House Inc,1992.889.
[8]韩家炳.多元文化、文化多元主义、多元文化主义辨析——以美国为例[J].史林,2006,5:186.
[9][15][19][21][24][27]林存华.师生文化冲突研究[D]:[博士学位论文].上海:华东师范大学教育学系,2006.
[10]杨俊,彭贵川.论语文教育中人文精神培养的文化冲突与超越[J].西南民族大学学报(人文社科版),2004,25(11):276.
[11][22][23]陈平.多元文化的冲突与融合[J].东北师大学报,2004,(1):36.
[12]司马云杰.文化社会学[M].北京:中国社会科学出版社,2001.295.
[13]王继平.论近代中西文化冲突与整合过程中的价值选择模式[J].湘潭大学社会科学学报,2001,25(5):74.
[14]郑金洲.教育文化学[M].北京:人民教育出版社,2000.131.
[16]程继隆.社会学大辞典[M].北京:中国人事出版社,1995.358.
[17]吴菁.中西文化的冲突与应对[J].南通职业大学学报,2005,19(1):65.
[18]李晓明.文化冲突与青少年犯罪[J].苏州大学学报(哲学社会科学版),2002,(1):44.
[20]关健,李庆霞.文化的构成与文化冲突[J].边疆经济与文化,2005,(5):48.
[25]王纡然.校园中的孤岛——上海市公立中学国际部教育环境研究[D]:[硕士学位论文].上海:华东师范大学教育学系,2004.
[26] 黄 毅 . 教 学 方 式 变 革 过 程 中 小 组 合 作 学 习 有 效 性 的 研 究 .[EB /OL].http://www.hdavec.org/kgzc/5/a-index-006.asp,2008-01-16.
[28]柳伟.教育转型背景下的教师文化冲突及简单对策[J].云南师范大学学报,2003,(35):304.
[29]丁敏.课堂教学中的师生冲突[D]:[硕士学位论文].上海:华东师范大学教育学系,2001.
[30]里奇.多元文化课程[M].黄政杰主译.台北:台湾师大书苑,1994.73-74.
[31]Banks, JA. Multicultural Education: Theory and Practice[M].台北:心理出版社有限公司,1998.204-205.
[32][33][38]郑金洲.多元文化教育[M].天津:天津教育出版社,2004.146-147、150-151.
[34]戴维.伯姆.论对话[M].王松涛译.北京:教育科学出版社,2004.31.
[35]埃德加.莫兰.方法:思想观念[M].秦海鹰译.北京:北京大学出版社,2002.21.
[36]金生鈜.理解与教育[M].北京:教育科学出版社,1997.130.
[37]联合国教科文组织.学会生存[M].华东师范大学外国教育研究室译.上海:上海译文出版社,1979.205.
[39]Sleeter, C and Grant, C.Making Choices for Multicultural Education: Five Approaches to Race[J].Class and Gender,1988:21-23.
[40][41][42][43]杜钢.美国多元文化教育课程与教学理论评析[J].外国中小学教育,2007,(6):61-62.
[44]孙传远.学会用多元文化视角进行教学:美国中小学教师教育中的必修课[J].外国中小学教育,2007,(3):44.