【作者】 曹霞；

【导师】 陈时见；

【作者基本信息】 广西师范大学 ， 课程与教学论， 2003， 硕士

【摘要】 2000级课程与教学论专业课程论方向研究生 曹 霞 导师 陈时见教授当今时代，多元文化的发展呈现出信息化、全球化、研究与交流空前的特征，体现在教育改革大潮中，培养具有多元文化意识的人是各国教育面临的重要课题。学校教育必须补充学生的文化经验，提高学生的文化素养，并由自己的文化开始，激发强烈的自豪感和自尊心，进而理解和尊重其它文化，并将理解延伸至其它国家。但长期以来，关于多元文化及多元文化教育的讨论与实践主要是在一个国家的民族或种族背景下进行的，在当前的时代背景下，我们必须把它放在一个更大的视野中加以讨论。教育具有选择、传递、保存、改造和创造文化的功能，并对具有矛盾冲突的多种文化具有整合作用。多元文化的出现与发展，对教育产生了重要影响，它促成了教育思维方式的变革，促进了教育民主的发展，促进了教育模式的多元化，也推进了教育的不断变革，由区域走向全球，由少数人走向全民。多元文化对教育的影响为我们提供了这样的启示：教育者应该随时意识到我们施教对象的多元文化背景，并以此为基点构建课程。课程是一种文化的选择，也是一种文化的建构。在多元文化背景下，课程文化也应该是多元的，课程中的文化不仅是民族的，还应包括世界文化的精华。任何课程的构建都必须基于两个核心因素：一是知识的性质，二是公平的原则。多元文化对知识的挑战使课程中必须考虑围绕知识而来的课程知识观、课程功能观、课程形态观、课程主体观等问题，也即是学生掌握什么样的知识，如何掌握知识的问题。公平原则是多元文化的核心观点，体现在课程中即课程如何给学生最大的公平即课程价值观问题。差异多元是多元文化背景下课程的基础，与此相对的课程价值观应该是多元主义教育价值观，对话与沟通则是多元主义教育价值观的实现策略。知识观与价值观问题的解决是多元文化背景下课程目标确立、内容选择、实施方式问题的依据。在课程目标上，应使学生获得多元文化知识，建立文化多元的概念；培养多元文化意识，发展对异文化的理解与尊重；发展批判性思维，并对本国文化进行反思；在实践中提高多元文化的交往能力。在课程内容上，应涉及知识、技能、态度、价值观四大领域，并以学生在多元文化社会中生存与发展为内容选择基本准则。在课程实施上，应体现为课程权力的下放、课程内容的统<WP=4>整、合作探究式教学和现代信息技术的运用四个倾向。更多还原

【Abstract】 Nowadays, the development of multi-culture is informational and global, it is being researched and interchanged unprecedentedly as well as. Embodied in the trend of education reform, it is an important topic to cultivate people with multicultural consciousness in every country’s education. School education must supply students with cultural experience, raise their artistic appreciation, arouse their strong pride and self-esteem through their native culture, then understand and respect other cultures, at last extend the understanding and respect to other countries. But for a long time, the discussion and practice about multi-culture and multicultural education was mainly under the background of nationalities or ethics in a single country. Now it is time to discuss it in an opener way.Education has the function to choose, pass on, preserve, transform and create culture, as well as the function to integrate the contradictories and conflicts between different cultures. The development of multi-culture has brought important influence to education, it renewed the thinking fashion of education, accelerated the process of education democracy, advanced the diversity of education modes, and it also pushed on the reformation of education continuously, from regional to global, from a few people to all. The influence that multi-culture brought to education gives us such a notice: the educator must realize the multicultural backgrounds of the educated all the time and make it a base for curriculum construction.Curriculum is a kind of choice to culture and also a way of culture construction. Under the backdrop of multi-culture, curriculum culture should also be diversified, the culture in curriculum is not only a single nation’s, but include the cream of world culture. There are two core factors must be considered to construct any kind of curriculum: one is the nature of knowledge, the other is the principle of justice. The challenge that multi-culture brought to knowledge make curriculum must consider the problem following knowledge, there are views of curriculum knowledge, curriculum function, curriculum type and curriculum objective. That is to say, what kind of knowledge students should master, and how to master. The principle of justice is the core view of multi-culture, it reflects in curriculum is how to give the students the biggest fair, that is the problem of concept of value of curriculum. Divergence and<WP=6>diversity is the basis of curriculum under multi-culture. According to it, curriculum value should be the value of education pluralism. Dialogue and communication is the way to realize the value of education pluralism.The settlement of concept of knowledge and value problem is the basis of setting up curriculum objective, choosing curriculum contents, and the way of carrying out curriculum under multicultural backgrounds. On curriculum objectives, we should make student obtain multicultural knowledge, establish the concept of multi-culture, cultivate multicultural consciousness, achieve the understanding and respect to inter-culture, develop critic thinking, make a reflexive thinking to his native culture, and raise their multicultural association ability by practice. On contents of curriculum, it should involve the following fields: knowledge, ability, attitude and value, make it a basic norm that students can exist and develop in a multicultural society. On curriculum carrying out, it should show the following four trends: set free the curriculum power, integrate the curriculum contents, cooperate and inquiry teaching, and the use of modern information technique.更多还原