云南省黎明市孟波镇中学多元文化教师民族志研究

【作者】 欧群慧；

【导师】 滕星；

【作者基本信息】 中央民族大学 ， 中国少数民族教育， 2009， 博士

【摘要】 本研究是一项以批判主义人类学的后现代主义为主要理论范式,采用文化唯物主义的主位研究和客位研究相结合的微观教育民族志研究,主要通过观察我国云南省西双版纳傣族自治州黎明市孟波镇中学的课堂教学来研究少数民族地区多元文化教师的专业发展现状,并对之进行详细的描述和解释。研究过程包括长达七个月时间的四次田野研究。本研究把多元文化教师界定为:尊重学生的差异和个体文化,认识到教育就是要让所有学生接受平等的教育,帮助弱势群体的学生发展更为积极的态度以及文化价值取向,除了必须具备扎实的教育专业素养与学科专门知识之外,还应具备基本的文化人类学素养以及多元文化课程设计能力和多元文化教学设计能力。多元文化教师专业发展是指作为多元文化教师的专业成长或教师在文化等方面的专业结构不断更新、演进和丰富的过程。本研究主要通过案例的形式,描述和分析了孟波镇中学教师多元文化教育理念,论述平等与公正是多元文化教师的核心理念,多元文化教师是民主的、自由的,是对学生充满爱、对不同文化充满爱的。本研究通过课堂教学案例片段,描述和分析了孟波镇中学课堂教学中教师的多元文化课程设计能力,多元文化课程设计能力是多元文化教师的一项最重要和基本的能力。这种多元文化课程设计能力主要包括两个方面,非多元文化课程素材的设计和多元文化课程素材的设计。多元文化素材与多元文化教育之间不存在必然的联系,教师是实现多元文化教育的关键,教材只是一个前提;通过课堂教学案例片段,描述和分析了孟波镇中学课堂教学中教师的多元文化教学设计能力。多元文化教师课堂教学设计能力包括很多方面,如尊重多元和差异、联系学生的经验、运用讨论合作教学等。本研究结合田野研究,提出了多元文化教师的发展阶段理论和类型理论。本研究提出少数民族地区多元文化教师专业发展分为多元文化无意识、多元文化觉醒、多元文化行动与批判三个阶段;多元文化教师可以分成“来自内部的局内人”、“来自内部的局外人”、“来自外部的局内人”和“来自外部的局外人”四种类型。然后对多元文化教师的培养,主要从多元文化教师的职前培养和职后培养两个方面提出有针对性的建议:师范院校的分类设置;扩大民族学生在师范院校中的招生比例;师资培训部门对于多元文化教师的培养目标设立和课程改革等;少数民族地区学校应形成自己的办学特色;少数民族地区中小学应成为多元文化教师培训的主要基地;改革教育评价制度政策等。本研究的意义主要体现在:本研究从文化人类学、社会学的角度来探讨教师的专业发展,丰富了我国现有的教师教育研究领域。第二,本研究提出教师是实现多元文化的关键因素,对丰富我国的多元文化教育研究具有一定的理论意义。第三,本研究通过深入到少数民族地区民族中学做人类学研究,深入、全面地了解民族教育的现状,所存在的问题和面临的挑战,以期引起各界同仁学者、政府部门等对少数民族地区教育的关注,采取和制定相应的政策等促进少数民族地区教育和教师的发展,对促进少数民族地区教育理论研究具有一定的意义。最后,本研究以少数民族地区的一所民族中学为个案,以课堂教学中师生互动为观察视角,尤其是研究中通过一些鲜活的案例、师生对话、场景描写等,来研究多元文化教师,在一定程度上,丰富和发展了我国在多元文化教师课堂民族志研究上的不足。更多还原

【Abstract】 This study is focused on education-oriented micro-ethnographic study by combining the emic and etic research of cultural materialism with post-modernism in the critical anthropology as its main theoretical paradigm. It presents the status quo, connotation and features relating to the professional development of multi-cultural teachers of ethnic areas with detailed account and explanation, mainly through the observation of classroom teaching of Meng Han Town Middle School in Jinghong City, Xishuangbanna Dai Ethnic Autonomous Prefecture, Yunnan Province of China. The study, including four fieldworks, lasts seven months.Here in multi-cultural teachers are defined as follows: thinking highly of differences between students and the individual culture; realizing that education is to ensure that all students have equal access to education; assisting the students of disadvantaged group to improve their motivation for more positive cultural value orientation; giving solid performance in education as well as disciplinary expertise; in addition, boasting attainments on essential cultural anthropology and being capable of designing multi-cultural curriculum and multicultural teaching.The professional development of multi-cultural teachers refers to the teachers’ professional development as a sustained process of updating, improvement and enrichment of multi-cultural professional development or the expertise structure on cultural aspects.The study, mainly by case study, describes and analyzes the concept of multicultural education from teachers of Meng Han Town Middle School , discussing equality and justice as the core idea of multicultural teachers, elaborating democratic and free teaching style of multicultural teachers, showing their love to students and admiration for culture as a nature of multicultural teachers . By some parts of the classroom teaching case, it gives a clear account of their designing competence in the multicultural curriculum. And this designing capability is the most important and essential one for multicultural teachers, consisting of two main aspects, i. e., non-multicultural curriculum material design and multicultural curriculum material design. There is no necessary connection between multicultural curriculum material and multicultural education. As teachers are the key to the implementation of multicultural education, teaching materials are only a prerequisite. Multicultural classroom teaching designing capability comprises a number of aspects, such as paying more attention to pluralism and diversity, using students’ experiences, and utilizing discussion as cooperative teaching and learning, etc.The study, combined with fieldworks, puts forward three-stage theory and typology of the professional development of multicultural teachers in ethnic areas, i.e., three stages: from multicultural unconscious stage and multicultural awakening stage to multicultural action and critical stage; four types of multicultural teachers: "an insider from the inside", "an outsider from the inside", "an insider from the outside" and "an outsider from the outside". As for multi-cultural teacher training, the study gives suggestions with a clear aim on multicultural teachers’ pre-service and post-service training: classification of normal universities; the expansion of the enrollment ratio of ethnic students at normal universities; the establishment of the training goal to multicultural teachers and reformation of curriculum in teacher training departments; developing distinctive features for schools in ethnic areas; making primary and secondary schools in ethnic areas main bases of multicultural teacher training; modifying the policy on education evaluation system.The significance of the study is mainly reflected in the following: Firstly, the study explores the professional development of teachers from the perspective of cultural anthropology and sociology in an effort to enrich China’ s existing teacher education research. Secondly, the study presents that teachers are key factors to develop multi-culture, which has a theoretical significance for multicultural education research in China. Thirdly, the study is of great significance for facilitating education theory research in ethnic areas, by means of going into the ethnic school for anthropological research in the ethnic minority areas, with a view to thoroughly understanding the status quo, problems or challenges facing ethnic education, in efforts to attract more attention from academics as well as government departments to education status in ethnic minority areas, helping adopt and formulate corresponding policies to promote education and teacher development in ethnic minority areas.Last but not least, the study, to some extent, widens channels for the research on classroom teaching ethnography of multicultural teachers in China, by using a local ethnic school in ethnic minority areas as a particular case, with a perspective from teacher-student interaction in classroom teaching, especially through a number of fresh cases like teacher-student dialogues or scene descriptions to study the multicultural teachers.更多还原