文化自觉视域下民族地区外语教育政策价值研究
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摘要
论文基于外语课程改革背景,从文化自觉的视角探究民族地区基础外语教育政策在公共价值追求、政策主体的价值倡导、利益群体的价值协调方面的基本特征,并通过问卷调查及质性访谈对贵州民族地区基础教育外语教师展开实证调研。研究发现:民族地区基础阶段外语教师大多比较认同外语教育政策的公共价值属性,需要观照民族学生的特点及个体差异;在价值倡导方面秉持以学生为中心来组织教学活动。作者认为在利益协调上需要提高外语教师的地位和待遇,从而实现文化自觉的基本理念。
This study aims to explore the basic characteristics of basic foreign language education policies in terms of public value pursuit, value advocacy of policy agency and value coordination of stakeholders from the perspective of cultural awareness.An empirical survey of foreign language teachers in basic stage of ethnic minority areas in Guizhou is conducted through questionnaires and qualitative interviews. It is found that most foreign language teachers at the basic stage agree with the public value of foreign language education policy, and need to take into account the characteristics and individual differences of ethnic students. In terms of value advocacy, the basic idea of student-centered organization of teaching activities should be stressed. As the value coordination, it needs to improve the status and welfare of foreign language teachers for the purpose to realize cultural awareness.
This study aims to explore the basic characteristics of basic foreign language education policies in terms of public value pursuit, value advocacy of policy agency and value coordination of stakeholders from the perspective of cultural awareness.An empirical survey of foreign language teachers in basic stage of ethnic minority areas in Guizhou is conducted through questionnaires and qualitative interviews. It is found that most foreign language teachers at the basic stage agree with the public value of foreign language education policy, and need to take into account the characteristics and individual differences of ethnic students. In terms of value advocacy, the basic idea of student-centered organization of teaching activities should be stressed. As the value coordination, it needs to improve the status and welfare of foreign language teachers for the purpose to realize cultural awareness.
引文
[1]李明,么加利.现代化进程中少数民族文化传承危机与应对---基于文化基因视角[J].贵州民族研究,2018,(7):70.
[2]张珊.中国外语教育的文化自觉[J].外语教学,2017,(2):7
[3]蒋洪新.关于新时代英语教育的几点思考[J].外语教学,2018,(2):49
[4]赵旭东.从文化自觉到文化自信---费孝通文化观对文化转型新时代的启示[J].西北师大学报(社会科学版),2018,(3).
[5]Hogwood,B.W.&L.A.Gunn.Public Policy Analysis for the Real World[M].Oxford:OUP,1984.
[6]沈骑.全球化背景下我国外语教育政策研究框架建构[J].外国语,2011,(1).
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[8]梅德明谈当前中国基础外语教育面临的机遇与挑战[J].英语学习,2018,(8).
[9]陈坚林.关于“中心”的辨析---兼谈“基于计算机和课堂英语多媒体教学模式”中的“学生中心论”[J].外语电化教学,2005,(5):4-5。
[2]张珊.中国外语教育的文化自觉[J].外语教学,2017,(2):7
[3]蒋洪新.关于新时代英语教育的几点思考[J].外语教学,2018,(2):49
[4]赵旭东.从文化自觉到文化自信---费孝通文化观对文化转型新时代的启示[J].西北师大学报(社会科学版),2018,(3).
[5]Hogwood,B.W.&L.A.Gunn.Public Policy Analysis for the Real World[M].Oxford:OUP,1984.
[6]沈骑.全球化背景下我国外语教育政策研究框架建构[J].外国语,2011,(1).
[7]曾丽.儿童三语习得中元语言意识的发展对我国少数民族外语教育政策制定的启示[J].外语教学与研究,2011,(5).
[8]梅德明谈当前中国基础外语教育面临的机遇与挑战[J].英语学习,2018,(8).
[9]陈坚林.关于“中心”的辨析---兼谈“基于计算机和课堂英语多媒体教学模式”中的“学生中心论”[J].外语电化教学,2005,(5):4-5。