民族双语教学:问题、成因与对策——以藏汉双语教学为例

On the Causes of and Countermeasures to the Existing Problems in the Bilingual Teaching for Ethnic Minorities——Taking Tibetan-Chinese Bilingual Teaching as an Example

在多元文化并存的时代,少数民族双语教学无疑是传承民族文化的主要形式,也是我国宪法和民族区域自治法赋予少数民族的权利,更是党的民族政策的重要内容之一。文章结合藏汉双语教学的调查,认为双语教学在推进的过程中,面临诸多问题,表现在文化选择、学生出路以及民族文化传承等方面存在的困惑。究其原因,与师生的双语态度复杂多变、选择更为现实以及民族语言使用环境弱化有密切关系。从W.F.麦凯,M.西格恩双语教育的"三维目标"出发,提出了增强师生民族意识、出台相应政策以及因地、因族制宜分类推进民族双语教学的对策建议。

Bilingual teaching for ethnic minorities is the main form of ethnic culture heritage in the era of multiculture. It is not only the right of the ethnic minorities provided by the constitution of our country and the law on the regional ethnic autonomy, but also constitutes the major content of our party＇s ethnic policy. Based on an survey about the Tibetan-Chinese bilingual teaching, this paper pointed out that a variety of problems exist in the implement of bilingual teaching, such as the selection of culture, students＇ way out, and the bewilderment concerning the heritage of the ethnic culture. The main causes of the problems lie in the changing attitude of the teachers and students towards bilingualism, their realistic selection and the weakening environment for the use of ethnic languages. Taking W. F. McKay and M. Sigyn＇s ＂three-dimention aims＂ of bilingual teaching as the starting point, this paper also put forward some countermeasures to the existing problems, including raising the national consciousness of teachers and students, making corresponding policies, and implementing the bilingual teaching policy in accordance to the characteristics of different regions and different ethnic minorities.