摘要
云南省孟波镇中学一份校本课程课堂实录的个案文本显示,傣族学生不回答教师所提问题有三种情况:不会回答教师提出的问题、不愿意回答教师提出的问题和不会用自己的话回答教师提出的问题。原因主要有:傣族学生对传统文化的陌生导致他们对课堂上老师提出的问题不能回答,傣族学生的文化认同出现了偏差,导致他们不愿意回答老师在课堂上提出的问题,或是母语系统向汉语系统转换复杂导致傣族学生不能用自己的语言回答问题。因此加强校本课程在传承少数民族传统文化知识中的作用刻不容缓。
A case study text of a classroom observation of Mengbo Middle School at Yunnan indicates three situations where Dai students cannot answer the questions raised by teachers： unable to answer, unwilling to answer and incapable to answer in one＇s own language. Reasons includes： Dai students are not familiar with the traditional culture so that they are unable to answer the questions raised in class; deviation exists in Dai students＇ cultural identity so that they are unwilling to answer the questions raised in class, and the conversion from native language system to Chinese language system is complex so that Dai students are incapable to answer questions in their own language. There/ore, it is imperative that the role of school-based curriculum in inheriting the traditional culture and knowledge of ethnic minorities should be strengthened.
出处
《广西师范大学学报（哲学社会科学版）》
北大核心
2010年第4期17-21,共5页
Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)
基金
中央民族大学"985工程"项目(98502-00300104)
美国福特基金会资助项目"中国西部少数民族地区经济文化类型与初中地方性校本课程建构"(1065-0553)
关键词
文化认同
民族志研究
校本课程
cultural identity
ethnography research
school-based curriculum
