我国民族地区文化回应教学的结构模型与实践路径

The Structural Model and Practice Approach of Culturally Responsive Teaching in Ethnic Areas in China

文化回应教学理论关注学生的文化境脉、生活背景、交往方式等对学习产生的影响,目的在于提高学生的学业表现,使学生形成文化适应能力。当前,我国民族地区存在文化回应教学理念的缺失、文化回应教学内容的片面性、教师缺乏文化回应教学的综合能力、学生的学习效率偏低等问题。依据多元文化整合教育理论、文化回应教学理论、具身认知理论建构民族地区“融合多层回应”的文化回应教学结构模型,有助于文化回应教学实践路径的生成,其中“融合”体现的是文化整合理念,“多层”指民族地区文化回应教学的结构要素,“回应”指文化回应教学的运行过程。依据此结构提出落实立德树人,达到以文化人的育人目标;提升文化素养,培养文化回应教学的教师;联系生活境脉,生成文化回应教学的内容;整合文化资源,增强文化回应教学的环境建设等路径。

In order to improve students’ academic performance, so that students can form cultural adaptability, the culturally responsive teaching theory focuses on the impact of students’ cultural context, living background, communication method on learning. At present, there are problems such as lack of culturally responsive teaching concept, one-sided nature of culturally responsive teaching content, lack of comprehensive ability of teachers to culturally responsive teaching, and low learning efficiency of students. It is beneficial to the generation of the teaching practice approach of culturally responsive teaching according to the integration of multicultural education theory, culturally responsive teaching theory, the culturally responsive teaching structure model of “integrated multi-layer response” embodied in the cognitive theory. Among them, “integration” reflects the concept of cultural integration. “Multi-layer” refers to the structural elements of culturally responsive teaching in ethnic areas, and “response” refers to the operation process of culturally responsive teaching. According to this structure, it is proposed to implement to cultivate people by virtue and attain the goal of cultivating cultured people;improve cultural literacy and cultivate teachers who respond to teaching;contact the life context to generate the content of culturally responsive teaching;integrate cultural resources, and enhance the environmental construction of culturally responsive teaching and other approaches.