共查询到20条相似文献，搜索用时 234 毫秒
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根据藏族大学生的"场依存型"认知特点,在思想政治教育中加强实践教学是提高藏族大学生对主流文化认同的有效途径。根据现有教育资源和可操作性条件,实践教学模式分课堂实践教学、校园实践教学和社会实践教学三个层次。通过课堂实践教学提高藏族大学生对主流意识形态文化的认同;通过校园实践教学提高藏族大学生对校园主流文化的认同;通过社会实践教学提高藏族大学生对中华民族主流文化的认同。 相似文献
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《中学政治教学参考》2014,(36)
本文通过对青年自我认同与社会定义概念的解读,分析了统一性建构的重要性。笔者从实现两者统一的前提出发,通过保持青年个体社会化的延续性、积极建构主流文化价值体系、构建青年积极的自我认同及青年的自省与调节几方面,实现青年自我认同与社会定义的统一。 相似文献
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吴海英 《合肥教育学院学报》2008,(5):84-87
国外少数民族语言的研究范围很广,从族群认同的角度看,主要涉及非主体语言发展与族群认同的关系、族群认同对第二语言习得的影响、族群认同与民族语言保持和转用等。在非主体语言的发展与族群认同的关系方面,研究者们在个案调查的基础上丰富和发展了民族语言认同理论,其中关于民族语言活力的后续研究尤为引人注目,为非主体语言的发展提供了成功案例。第二语言的习得、民族语言保持和语言转用与族群认同也有密切关系,研究者们从文化认同方面做了有益的尝试,并提出了与以往民族语言认同理论不同的看法。 相似文献
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周星辰 《兰州教育学院学报》2012,(9):35-36,46
近年来,国内对亚文化的研究主要从网络、电视、衣着等方面入手,着重探讨了亚文化对主流文化的冲击。本文以青年群体对iphone手机的热衷为切入点,阐述了青年群体对iphone背后文化的认同,并进一步揭示了青年亚文化对社会和青年自身的影响。 相似文献
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任志宏 《河北师范大学学报(教育科学版)》2011,13(10)
通过问卷和访谈对藏族学生的藏、汉音乐文化认同状况进行了实地调查,分析内地环境下藏族学生对本民族文化和汉族文化认同状况,藏族学生对藏汉音乐文化在认知、情感和行为上的表现。结果显示,藏族学生对本民族音乐文化认同和中华民族音乐文化认同的状况都是积极认同,且藏族大学生对本民族的音乐文化认同高于对汉民族的音乐文化认同。 相似文献
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藏区回族文化认同研究——以甘肃省临潭县为例 总被引：1，自引：0，他引：1
敏生才 《康定民族师范高等专科学校学报》2009,18(1):28-31
本文从文化认同的概念界定出发,辨析了回族文化和伊斯兰文化的异同点;通过对甘南藏区文化背景的介绍,剖析了甘南回族文化中异文化的主要组成部分,透视了一个以藏族文化为主流文化中回族的文化认同。最后指出甘南回族文化在中国回族文化中具有的重要位置和独有特色,阐明了研究回族文化认同对我国构建社会主义和谐社会的现实意义。 相似文献
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敏生才 《和田师范专科学校学报》2009,28(2):26-27
本文从文化认同的概念界定出发．辨析了回旗文化和伊斯兰文化的异同点;通过对甘南藏区文化背景的介绍。剖析了甘南回族文化中异文化的主要组成部分,透视了一个以藏族文化为主流文化中回族的文化认同。最后指出甘南回族文化在中国回族文化中具有的重要位置和独有特色,阐明了研究回族文化认同对我国构建社会主义和谐社会的现实意义。 相似文献
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黄行 《云南师范大学学报(哲学社会科学版)》2012,44(3):36-40
语言具有社会交际工具与民族文化和身份认同的双重功能。在多语社会或国家,通常是通用语言承担较多社会交际工具功能,而少数民族语言承担较多文化认同功能,二者互相补充又互相不可替代。因此在语言的工具认同和文化认同意义上,我国国家通用语言和少数民族语言没有根本的冲突。在少数民族语言内部,由于存在强势语言和弱势语言、主体民族语言和非主体民族语言、简单语言环境语言和复杂语言环境语言、保持母语程度不同等复杂情况,所以对于不同民族语言来说,语言的民族认同也存在较大的区别。 相似文献
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曾璐 《商丘职业技术学院学报》2023,(4):1-5
近年来,在青年群体中出现了淡化主流意识形态的倾向。如何有效实现青年对主流意识形态的认同,逐步改变青年政治教育被动状态,使主流意识形态认同成为青年的政治自觉、政治内蕴和常态追求,已成为重要的研究议题。深入研究当前青年主流意识形态认同所面临的多重壁垒及其原因,立足社会主义核心价值观,采取三种化育路径,为强化青年主流意识形态认同提供理论参考。 相似文献
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采用问卷调查法和访谈法对青海藏民族聚居地区H州G县校本课程开发情况进行调查分析,结果表明:学生对民族文化的认知态度积极,但是民族学校校本课程开发展现出形式化和空洞化的实然样态.原因在于,当地教育部门的态度不积极,学校组织的教师培训不到位,教师对校本课程开发的认识不明晰.从文化危机理论视角,提出民族地区校本课程开发目的的综合性、主体的多元性、资源的多样性、形态的灵活性和评价的主观性的建议. 相似文献
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This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority languages and cultures. It also finds that they construct contradictory language ideologies when attempting to legitimate their heritage languages and to illegitimate the status of Chinese in the social context. The findings indicate that the participants tend to establish an essentialized cultural difference between their heritage culture and host culture. It argues that fixed and stereotyped views towards language practices and culture may lead to antagonistic relations between the ethnic minority students and locals, and become obstacles to their socialization and integration into the mainstream community. The implications for establishing a flexible and relational view on cultural differences and language use are explored. 相似文献
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Humanoid robots equipped with social skills have come to be used increasingly in the field of education across various subfields such as science education, special education, and foreign language education. In order to enhance the use of humanoid robots in educational settings, and to comprehensively evaluate its impact on the transformation of the class, understanding students’ attitudes towards the use of robots for educational purposes plays a critical role. This paper outlines the implementation and validation procedures of an educational robot attitude scale (ERAS) developed to measure the attitudes of secondary school students towards the use of humanoid robots in educational settings. The sample of the study comprised of 232 secondary school students. The development and validation process consisted of exploratory factor analysis and convergent validity. The developed scale consists of 17 items and represents four factors of students’ attitude: engagement, enjoyment, anxiety and intention. These four factors accounted for 66% of the total variance of the scale. Internal consistency coefficient for the whole scale was found .90 according to the reliability analysis. The results of the study suggest that the scale is a valid, reliable, and efficient tool for measuring the dimensions of students’ attitudes towards humanoid robots in educational settings. 相似文献
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The enactment of the revised School Places Allocation Systems at the compulsory stage in 2004 had the aim of desegregating Hong Kong's non-Chinese linguistic minority (NCLM) students by including them into ethnic Chinese-dominated mainstream primary and secondary schools. Because of the presumed cause-consequence relationship between “desegregated” school participation and academic achievement, in specific second language Chinese (CSL) acquisition, the challenges that such students face in participating in mainstream education and learning Chinese, no doubt, deserve to be examined. This qualitative study conducted in-depth interviews with 18 secondary students of South Asian/Southeast Asian minority backgrounds enrolled in mainstream schools. Drawing on both cultural and institutional paradigms of explanation for educational achievement, we argue that the reasons inhibiting the minority students' academic involvement are not simply their linguistic challenges but also the institutional constraints in the mainstream education system unique to this population. This study calls for a shift in school desegregation arrangement from one focusing narrowly on physical desegregation to a more comprehensive set of policies that embrace the institutional factors including teacher expectation, resource availability, and bilingual support, crucial to reduce racial differences in achievement. 相似文献
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Trang Thi Thuy Nguyen M. Obaidul Hamid 《Journal of Language, Identity & Education》2017,16(3):142-156
This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students’ integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society. 相似文献
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Daniel P. Banu 《Research in Science & Technological Education》2013,31(2):195-202
Four hundred and fifty‐one students' attitudes towards science were investigated. Two types of instruments (questionnaire and Attitude Scale) were used to collect the data. The results show that the students in general hold a favourable attitude towards science; male students have more positive attitude towards science than female students; the type of school (science‐school, single‐sex school or general secondary school) attended have an effect on the students' attitudes to science. The low enrollment in science is not due to the lack of interest or negative attitudes to the subject but may be due to some other variables that need to be investigated. 相似文献
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Susana Padeliadu 《欧洲特需教育杂志》2013,28(3):210-226
ABSTRACT This study investigates the preferences of students with learning disabilities regarding the location in which they receive help and the person from whom to get help. The attitudes of students with learning disabilities towards school as a function of the time they spend in the mainstream and their characteristics were also investigated. Results of the structured interviews and survey statements of 150 students indicated that they preferred receiving extra help in the special education class from the special education teacher. Students’ preferences for setting or teacher were not related to age, sex, IQ or academic achievement level, nor to the time students spent in the mainstream. The students expressed a positive attitude towards school in general, and towards their teachers, their classmates and the schoolwork in particular. 相似文献
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This paper reports sex education preferences from an ethnically diverse sample of 3007 15–18 year olds. Findings are presented on preferred topics, where and from whom young people would like to receive this information. Preferences were centred around learning more about sexual behaviour and sexually transmitted infections (STIs) in particular, and receiving this at school from someone ‘professional’ and of similar age. Females showed a greater preference towards learning about emotions, relationships and contraception, and to having this delivered by someone of the same sex. Of the four main ethnic groups, Black and Asian students generally reported more sex education preferences than White British or White Other students. Black students wanted to learn more about biological issues and cultural issues alongside sexual behaviour and STIs. Black male students reported a greater than average preference towards family‐based information, and interest towards someone of the same ethnic background delivering sex education was also expressed. Asian students reported stronger preferences for more information about STIs and contraception, and wished to keep sex education out of the family household. Implications for sex and relationships education and working with professionals and parents are outlined. 相似文献
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Teachers from mainstream and minority backgrounds teaching in the same school contexts presumably hold different beliefs of learning and teaching about minority students due to their unique prior life and ethnic experiences. Teachers in similar school environments are also assumed to share beliefs of teaching and learning about their students because of the influences of their similar school contexts despite their different prior life and ethnic experiences. This study examines the two contentious assumptions by surveying the beliefs of behavior, learning, and teaching that the mainstream Han and minority Mongolian Chinese teachers in the same school contexts hold about their Mongolian Chinese students. It found that the two groups agreed that teachers’ inadequate planning and management were the major sources of their students’ behavior problems while students’ home backgrounds, abilities, and efforts explained their learning failure or success. Both believed that students’ emotional and social problems were more important than their learning problems for them to attend to, and their expertise in helping students develop self-worth was more important than their expertise in curriculum and pedagogy. Both preferred to vary teaching standards, content, and methods to accommodate students’ differences and offer opportunities for students to discover things themselves. 相似文献