论民族地区教师多元文化教育素养的基本维度与实践路径

On the Dimensions and Paths of Cultivating Teachers’Multicultural Education Competence in Ethnic Minority Areas

我国是一个多民族聚居的国家。民族地区生态、语言和文化的多样性,给民族地区学校教育带来了自身的复杂性和特殊性。民族地区学校教育不仅要大力推广国家通用语言、传授各门学科的核心素养,同时还要促进各民族优秀传统文化的交融创新。这就要求民族地区教师具备多元文化教育素养。本文立足于教师专业发展理论和多元文化教育理论,并在二者相互关联的机理下,明确民族地区教师多元文化教育素养的三个基本维度:涵养教师的多元文化教育情怀;丰富教师的多元文化教育知识;提升教师的多元文化教育能力。这三个维度分别对应十一个观测点,每一个观测点又有着相应的要求。据此,笔者尝试按照教师专业发展的阶段,从教师的职前培养和职后培训入手,提出我国民族地区教师多元文化教育素养的实践路径。

China is a multi-ethnic country.The diversity of ecology,language and culture in ethnic minority areas highlights the complexity and particularity of education in ethnic minority areas.School education in ethnic minority areas should not only vigorously promote the national common language and impart the core qualities of various subjects,but also promote the integration and innovation of the excellent traditional cultures of various ethnic groups.This requires teachers in ethnic minority areas to have multicultural educational attainment.Based on the theory of teacher professional development and the theory of multicultural education,this paper clarifies the three basic dimensions of teachers’multicultural educational accomplishment in minority areas under the mechanism of their interrelation:cultivating teachers’multicultural educational feelings;enrich teachers’knowledge of multicultural education;enhance teachers’ability in multicultural education.These three dimensions correspond to eleven observation points respectively,and each observation point has corresponding requirements.Based on above,the author tries to explore the practice path of teachers’multicultural educational attainment in ethnic minority areas in China,starting from the pre-service training and post-service training of teachers according to the stage of teacher professional development.