西北民族地区义务教育教师多元文化素养现状调查

A Survey of the Multicultural Literacy of Compulsory Education Teachers in Northwest Ethnic Areas

对西北民族地区6个县级行政区605名义务教育教师进行调查后发现:教师的多元文化素养整体上处于中等水平,还有较大提升空间;教师的多元文化态度水平较高,但多元文化知识和能力有所不足;教师的多元文化素养在城乡、职称、是否担任班主任、所学专业、民族背景等方面均存在一定差异。据分析,民族之间的交往交流交融和教师的教育经历与学习状况是导致上述差异的重要原因。基于此,可采取以下措施提升民族地区教师的多元文化素养:创造民族之间实质性接触机会,促进跨文化互动与交往;在教师教育中体现多元文化素养的培养;深化对不同民族学生学习特点和教学的研究;鼓励教师进行民族文化教育资源和校本课程的开发与利用。

A survey of 605 compulsory education teachers in six county-level administrative regions of northwest ethnic minority areas shows that the overall multicultural literacy of teachers is in the middle level,and there is much room for improvement;the level of teachers’multicultural attitude is relatively high,but the multicultural knowledge and ability are insufficient.To a certain extent,the multicultural literacy of teachers varies in urban and rural areas,professional titles,whether they are head teachers,majors and ethnic backgrounds.Through analysis,the cause of the differences include ethnic contact,communication and fusion,and the education and learning situation of teachers.Based on this,the following measures can be taken to improve the multicultural literacy of teachers in ethnic areas:to create substantive opportunities for ethnic contact to promote teachers’cross-cultural interaction and communication;to integrate multicultural literacy into teacher education;to deepen the research on both students of different ethnic groups about their learning characteristics and teaching;to encourage teachers to exploit and utilize ethnic cultural education resources and school-based curriculum.