蒙语授课教师对蒙文版新课程教材评价的调查研究

An Investigation of Appraisals on New Course Textbooks in Mongolian Language by Mongolian Teachers

新一轮基础教育课程改革实施以来,民族地区教材的选用问题一直是个难点。内蒙古自治区蒙语授课学校2002年开始采用由人教社版教材翻译过来的蒙文版教科书,使用过程中存在一些现实问题。本研究采用自编问卷,对来自自治区各实验区的166名蒙语授课教师教材使用状况进行了抽样调查,结果表明:(1)蒙古族教师对人教社蒙文版教材认同度不高,各维度平均数均没有超过理论中数,其中评价最高的是"思想文化性",最低的是"实践适应性"。(2)蒙文版新课程教材在学科分类上的认同度也偏低,"教学适应性"、"实践适应性"和"编写水平"3个维度上均低于50%。(3)师范院校教师和中小学教师只在"编写水平"这一维度上有显著差异,即师范院校教师认同低于中小学教师。(4)教师的教龄对教材评价结果影响没有达到统计学上的显著水平,只达到边缘显著水平,在"思想文化性"和"实践适应性"方面,新教师高于熟练教师;"教学适应性"方面熟练教师高于专家教师。

Since the reform of elementary education courses, selecting textbooks in ethnic regions has always been a problem. In 2002, schools teaching in Mongolian language in Inner Mongolia Autonomous Region began to use textbooks translated into Mongolian language published by People＇s Education Publishing House. There are some problems in the process of using these textbooks. A sample survey was made through questionnaires to investigate 166 teachers teaching in Mongolian language from different experimental zones in the autonomous region about their use of the textbooks. The results show that firstly, Mongolian teachers have low degree of recognition for the textbooks published by People＇s Education Publishing House. The index average scores are all lower than theoretical scores. Among them, the highest score is ＂ideology and culture＂, and the lowest score is ＂practicability＂. Secondly, Mongolian new textbooks got rather low degree of recognition in subject classification, with ＂suitability for teaching＂, ＂practicability＂ and ＂compiling level＂ lower than 50 %. Thirdly, teachers from teachers colleges and middle and primary schools are different only in ＂compiling level＂, that is, the recognition of teachers from teachers colleges is lower than that of teachers from middle and primary schools. Fourthly, the effect of teacher＇s teaching years on their appraisal is not significant in statistics. In ＂ideology and culture＂ and ＂practicability＂, new teachers got higher scores than experienced teachers, while, in ＂teaching suitability＂, experienced teachers got higher scores than expert teachers.