文化回应教学理论:背景、思想与实践--华盛顿大学多元文化教育中心 Geneva Gay 教授访谈

Culturally Responsive Teaching Theory:Background,Thoughts and Practice--An Interview with Professor Geneva Gay from Multicultural Education Center Washington University

文化回应教学作为一种教学取向以及一种行动方案,有其提出的理论背景、思想脉络和实践意向。教学忽视了学生的文化差异,没有关注他们的生活经历和文化背景,仍是以主流文化的标准及方式要求他们,因而造成少数民族学生学业低落。教师应该理解学生成长的母文化、学生文化行为所暗示的文化意蕴以及学生之间的文化差异,将学生的母文化作为学习的桥梁,而不是学习的障碍,学校教育应适度反应学生的母文化,使学生的学习经验更具脉络意义。教师需要关怀学生、与学生建立多种沟通方式、开发多元文化课程以及保持教学与文化一致性的教学架构。

Culturally responsive teaching covers its theory, practice and thoughts as a kind of teaching orientation and an action program. In present teaching, teachers have neglected students＇ cultural differences, ignoring their life experience and cultural background and imposing constraint on them in mainstream culture, causing poor academic achievement. Teachers should understand students＇ native culture as they grew up and cultural differences. Native culture is a bridge to learning, rather than learning obstacle. School education should concern native culture in a moderate degree, helping students meaning learning. Teachers need to care for students, communicate with students in various ways, develop multicultural curriculum and maintain consistency of teaching and culture.