藏汉双语数学教师角色认知的叙事研究——以某高校藏汉双语数学教师X为例

The Perception of the Teacher's Role of Bilingual(Tibetan Language and Chinese)Mathematics Education's Narrative Inquiry——A Bilingual(Tibetan Language and Chinese)Mathematics Teacher as A Example

双语教育在民族教育中扮演着重要的角色,它既有利于少数民族文化的传承,又能帮助少数民族学生更好地融入主流社会。但是,作为双语教育的重要组成部分——数学教育还存在很多问题,其中教师角色的认知水平在很大程度上影响双语数学教育质量的提升。笔者结合自己与某高校藏汉双语数学教师X有针对性的访谈内容,运用个案研究和叙事研究的方法将藏汉双语数学教师的角色定位为双语言双文化者、正确的"数学观"持有者、双语数学教学策划者和指导者、双语数学教育教学研究者、和谐人际关系的创设者等五类,其中渗透了语言文化、课堂教学、学科课程、教学研究、人际关系等对提高藏汉双语数学教师角色认知水平的策略。

Bilingual education plays a significant role of education among nations.It benefits the cultural inheritance of minority; it also assists minority students to get better involved in the current mainstream society.However,mathematics education as an important part of bilingual education,it still has numerous problems,and the improvement of the bilingual education quality is influenced by the perception of the teacher's role at large.The writer regards the role of bilingual(Tibetan language and Chinese)mathematics teacher as who is bilingual and multicultural,and who harbours the correct mathematics viewpoints,it is also the planner and guider of bilingual mathematics education,the researcher of the bilingual mathematics education and the establishment of social network that is in harmony and so forth by using special-case study and narrative inquiry according to the contents of the conversation that the writer used to have with a professor of bilingual(Tibetan language and Chinese)mathematics from a certain collage.Those strategies such as language culture,in-class teaching,curriculums,education research and social network which will improve the perception of the teacher's role of bilingual(Tibetan language and Chinese)mathematics education are involved in this study.