“文化回应教学”模式与民族地区外语教学改革

Culturally Responsive Teaching Model and The Reform of Foreign Language Teaching in Ethnic Areas

民族地区中小学"大一统"且"同质化"的外语教学模式难以解决学生的母语文化和主流文化以及外语文化脱节或割裂的问题,从而影响少数民族学生学习外语的积极性和学习效果。基于"文化回应教学"模式,英语教师应将学生母语及民族文化作为一种教学资源,将学生的母语学习经验推广到外语学习中。可从加强制度建设和政策保障、促进教师和学生发展、实施课程开发与教学模式改革、创新评价体系与鼓励社会参与四个方面进行外语教学改革。为此,需要结合民族地区中小学外语教学的现状(教师、教材、教法、评价机制),建构具有中国特色的民族地区外语课堂"文化回应教学模式",并培养一批能熟练运用"文化回应教学模式"的一线外语教师。

The current unified and heterogeneous mode of foreign language teaching at elementary and secondary schools in ethnic areas cannot resolve the problems of disconnection or separation between native culture,mainstream culture and foreign culture. Furthermore,the previous model may bring negative impact on the motivation and learning outcome of ethnic students. Based on the model of culturally responsive teaching（ CRT）,English teachers should treat the native language of students as resources rather than problems and apply their L1 learning experience to foreign language learning. Suggestions offered are strengthening system establishment and policy enforcement,promoting teacher and students development,developing new curriculum and innovating the current teaching mode,and encouraging assessment reform and community participation. In light of the current situation of foreign language teaching in ethnic areas（ including teacher,textbook,teaching method and assessment criteria）,it is suggested to construct a culturally responsive teaching model with Chinese characteristics and train foreign language teachers with CRT skills.