加拿大土著中等教育之变量研究:基于宏观与微观视角

Variables of Canadian Aboriginal Secondary Education from the Macro and Micro Perspective

多元文化政策和各项土著教育政策的实施促进了加拿大土著教育的良性发展。然而,根据最近统计数据,与非土著学生相比,土著在学习态度,学业成绩、出勤率和稳定学习等诸多方面均表现出极大的差距。根据雅塔.卡努教授对土著学生所做的教育调查报告的结果展开了深度思考,从土著文化与课程的有机融合,到宏观结构政策的积极配合,这两种变量对土著学生取得学业成功至关重要,缺一不可。

The implementation of the Multicuhuralism and several Aboriginal Educational policies has contributed to the positive development of the Canadian Aboriginal education. According to the recent statis- tics, however, the Aboriginal students have a huge gap with the non -Aboriginal students in terms of atti- tudes, academic achievements, attendance, and school retention. The article commences the deep thinking from the conclusion of Yatta＇s research into the Aboriginal students. The equally important variables, from the organic integration structural policies, of Aboriginal cultures into curriculum instructions to the positive coordination of the macro are vital to the Aboriginal students＂ school success, neither of which can be overlooked