少数民族英语教育的民族认知因素研究——兼论潜在课程的介入必要

The Research on Ethic Recognition of Minority English Education on the Intervention of Potential Courses

少数民族英语教育是一种跨文化载体的教育,在语言信息传递的各个环节都受到民族认知因素的影响,本文以藏族为例,聚焦少数民族英语教育活动的民族认知趋向、民族认知接触以及民族认知环境,审视少数民族英语教育中的认知性冲突,并针对性地提出了潜在课程介入的思考,即增设少数民族常规英语教育的报偿体系,提供异质性教育对象所需要的额外认知依据,降低民族认知因素造成的教育消耗。

Minority English education is a kind of cross-cultural education,influenced by ethic recognition at any stage of language communication. In Tibetan English education,for example,this paper analyses the minority English cognitive subject and object,behavior and thought,duality characteristic of individual and society,to cultivate students the macro social awareness of tacit knowledge function. Finally, this paper discusses the media language transformation, output,training,inside the potential course intervention strategies such as implicit learning.