新疆少数民族双语培训教师自主学习能力培养研究——以新疆师范大学为例     

陈光 《新疆教育学院学报》2012,(1):46-49

目前参加双语培训的少数民族双语教师自主学习能力普遍偏低,成为提高少数民族教师汉语水平和专业知识能力的瓶颈。文章就此展开分析,寻求促进少数民族双语教师自主学习能力提高的方法,为少数民族教师双语培训工作的顺利开展提供参考。  相似文献   

多元文化背景下《思想道德修养与法律基础》课教学内容探讨     

卢晓丽 《新疆教育学院学报》2012,(3):79-81

新疆不同少数民族风俗习惯各有不同,各民族文化也具有一定的差异性,而伊斯兰教特征明显.因此,研究当前少数民族地区大学生法制教育中的问题,帮助大学生提高思想认识,对维护校园稳定,维护各民族团结,培养高素质人才具有重要意义.  相似文献   

新疆少数民族大学生现状调查与发展对策研究     

太宇兵 《成才之路》2022,(9)

越来越多的新疆少数民族学生进入普通高校学习,成为高校的“特殊”群体,他们的风俗传统、生活习惯、学习方式等都与汉族学生有着较大的差别,导致高校对他们的教育存在一些不足。为探究起因,调查组以某学院为例,围绕近年来新疆少数民族学生学业、教育管理、受资助、心理状况等方面进行深入调研,通过问卷调查、部门走访、个别访谈、小组对话、个案研究等方式,全面了解新疆少数民族学生在校学习、生活、成长方面的现状及困惑,找到成因,并在此基础上探寻新疆少数民族学生教育管理和促进少数民族学生良好发展的对策。  相似文献   

桂西北少数民族传统体育的心态文化及其新时代延伸     

王晓晨  乔媛媛  潘兰芳  孙庆彬  王标 《体育科技文献通报》2022,(1)

少数民族传统体育的心态文化是其文化层面的核心,对其梳理与审视有利于少数民族传统体育的功用在当社会发挥更大价值。采用文献资料法、田野调查法对桂西北少数民族传统体育的心态文化进行了检视,发现信仰崇拜文化、传统伦理文化、和谐养生思想等精神内涵是其主要组成部分。桂西北少数民族体育在当代社会凭借这些心态文化在提升大众的幸福指数、参与有效的社会治理和乡村振兴的整体实践上都有着现实意义的延伸。  相似文献   

Diverging or converging trends: an investigation of education policies concerning the incorporation of ethnic minority children in England,France and Germany     

Yasmeen F. Qureshi 《Compare》2014,44(5):710-731

This article focuses specifically on the incorporation of ethnic minority children within the education systems of England, France and Germany. The trends in policy development after World War II in these countries are examined through the prism of three ideal-typical incorporation strategies – integration, assimilation and separation. This is done to test the theories of universalism, parallel development and particularism, which anticipate different trajectories with regard to these strategies. The paper finds evidence for convergence towards integration with regard to provisions for extra support in the host country’s language. This supports the theory of universalism. However, no evidence of convergence towards integration is found in four other policy areas. For instance, country-specific trends emerge on minority religious education and enrolment into mainstream schools, which is consistent with the particularist perspective. As there is little evidence of the three countries drawing closer in terms of all three adopting a strategy of incorporation promoted by transnational agencies, the expectation that national states can borrow in a straightforward fashion from internationally advocated models of ethnic minority incorporation appears unfounded. The paper further finds that local practices are sometimes significantly at odds with national educational policy, suggesting that future research should be directed more at the local level to determine the policies affecting ethnic minority children.  相似文献   

Creating culturally responsive environments: ethnic minority teachers' constructs of cultural diversity in Hong Kong secondary schools     

Ming-tak Hue  Kerry John Kennedy 《Asia Pacific Journal of Education》2014,34(3):273-287

One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public sector to examine how school teachers are handling this challenge. The study uses these interviews to establish a model for the creation of culturally responsive environments that may help to improve the academic performance and promote the personal growth of students in Hong Kong's secondary schools. Five aspects of cultural responsiveness are identified: conceptualising cosmopolitanism, raising sensitivity to “minor acts of racism”, managing the diverse learning needs of students, promoting a deep understanding of cultural values and helping students deal with the challenges of trilingualism. This study argues that ethnic minority teachers are engaged in a continuing cross-cultural process through which they make sense of the cultural diversity of students and re-learn their own beliefs and practices. The implications for the creation of a culturally responsive environment are also presented.  相似文献   

民族院校藏汉英语言教学与民族学生智力发展的相关研究     

王丽娜 《青海师范大学学报(哲学社会科学版)》2014,(4):115-117

语言是信息传递的媒体,语言教育的形式是推进学生综合素质水平提升的关键,本文在研究藏、汉、英语言机能的基础上,分析语言教育与民族学生智力发展的相关性。  相似文献   

青海高校大学生婚恋观现状及教育对策探析     

王大钊  ;金彦  ;保积红 《青海师范大学学报(哲学社会科学版)》2014,(4):153-157

本文通过对青海省五所高等院校大学生关于婚恋相关问题的问卷调查发现,青海高校大学生对婚恋问题的认识和思考是不理性和不成熟的,存在很多的问题。文章就青海高校大学生婚恋存在的问题,提出重新审视大学生婚恋的六项择偶标准;大学生婚恋必须始终坚持的五项基本原则;大学生婚恋观教育应采取的八项措施。疏导大学生自觉增强婚恋责任感、道德感和法律意识,积极调适心理,增进身心健康,从而能够在健康、安全、文明的轨道上良性行进。  相似文献   

多元文化教育视野下内地民族班教师素质的培养     

徐发秀  ;雷关华 《四川教育学院学报》2014,(8):34-36

民族学生到内地接受教育会有一个文化不适应的过程,而内地民族班的教师的素质对学生的文化适应起着关键性的作用。形成于20世纪60年代的多元文化教育倡导多元文化价值认同和多元文化互相尊重的教育理念,倡导教育的平等。从多元文化教育理论的角度研究内地民族班教师的素质培养是必要的,要提高内地民族班教师的素质就应该采取相对有效的策略。  相似文献   

试论少数民族双语教材中的中华文化问题     

杨晓玉  李鸿亮 《佳木斯教育学院学报》2014,(9):136-136

少数民族双语教材是中华文化表达与传播的重要载体。少数民族双语教材在中华文化传播的过程中具有重要意义。双语教师要结合学生的特点,采用合适的教学方法加工、解读教材中的中华文化内容。  相似文献