双语特岗教师专业化发展问题透视——以少数民族深度贫困地区为例

Analysis of Professional Development of Bilingual Teachers—Taking the Deep Poverty Areas of Ethnic Minorities as An Example

双语特岗教师作为民族地区教师队伍的中坚力量,其专业化发展水平决定了双语教学质量。调查发现,少数民族深度贫困地区双语特岗教师专业化发展过程中存在专业知识匮乏、自主发展意识淡薄、自我发展定位缺失、跨文化适应能力弱等显著问题。产生原因在于受所处地域及经济文化的限制,双语特岗教师知识获取途径单一、自我学习能力较差、职业规划不明确、区域性知识掌握较少等。提升双语特岗教师质量应:以搭建"互联网+教育"平台为抓手,夯实双语特岗教师专业知识基础;以加强自我反思为助力器,提升双语特岗教师自我学习能力;以准确自我身份定位为基点,引导双语特岗教师合理规划自我发展;以学好、用好双语为着力点,提升双语特岗教师跨文化适应能力。

Bilingual Ad hoc post teachers are the backbone of the teachers in ethnic areas,and their professional development determines the improvement of the quality of bilingual education. The survey found that there are significant issues such as lack of professional knowledge,lack of self-development awareness,lack of self-development positioning,and weak ability to adapt to cross-cultural adaptation in the development of professional bilingual teachers in the poverty-stricken ethnic minority areas. Trace its reason,mainly by economic and cultural and geographical restrictions,bilingual teachers knowledge access to a single,self-learning ability is poorer,career planning is not clear,such as regional knowledge less multidimensional factors restrict the depth of the ethnic minorities in poor areas of bilingual teachers professional development. In order to promote the professional development of bilingual Ad hoc post teachers and improve the quality of bilingual special post teachers in deep poverty areas of ethnic minorities,the first step is to build an"Internet + education"platform as a starting point and lay a foundation for professional knowledge of bilingual special-guest teachers; secondly,strengthen self-reflection and enhance the self-learning ability of bilingual Ad hoc post teachers; thirdly,based on accurate self-identity orientation,guide bilingual teachers to plan their self-development rationally; fourth,learn bilingualism and use bilingualism as the focal point to improve bilingualism. Ad hoc post teachers' cross-cultural adaptation capacity is expected to provide a new perspective for poverty-stricken ethnic minority education in poverty eradication.