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少数民族学校教育中实践多元文化教育的适切性—— 基于对云南省西双版纳州Z校的实证调查

The Applicableness of Multicultural Education in the Practices of Chinese Ethnic Minority Education —Based on the Empirical Investigation in School Z in Xishuangbanna, Yunnan Province

Education Study / 2022,4(4): 371-379 / 2022-12-05 425 1290

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• Authors: 王伟      唐文静     
• Information:

  湖南师范大学教育科学学院，长沙
  

• Keywords: Ethnic minority education; Multicultural education; Teacher education 少数民族教育；多元文化教育；教师教育
• Abstract: The five dimensions of multicultural education include content integration, knowledge construction process, prejudice reduction, equity pedagogy and empowering school culture. These five dimensions are totally applicative in Chinese ethnic minority education, especially the school education in multi-ethnic areas. However, the lacking of cultivation of multicultural competencies in Chinese teacher education program has been the common problems when these five dimensions take practices in ethnic minority school education. This requires the cultivation of pre-service teachers and training of in-service teachers should break the constraints of universality and increase the emphasis of teacher education program on particularities of ethnic minority education so that teacher education program can be reformed to be more abundant contents and angles and more inclusive. 多元文化教育包含内容融合、知识建构过程、偏见减少、平等教学和赋权的学校文化五个维度，是符合我国少数民族教育实践的，特别对多民族聚居地区的学校教育具有较强的借鉴意义。但是我国教师教育在教师多元文化能力培养上的缺失也成为了阻碍少数民族学校教育实践这五个维度时所共同指向的问题。这就要求在职前教师的培养和在职教师的培训中，应破除普适性的束缚，提升教师教育项目对少数民族教育特殊性的关照，进而变革为内容和视角更丰富、更全纳的教师教育项目。
• DOI: https://doi.org/10.35534/es.0404057
• Cite: 王伟，唐文静．少数民族学校教育中实践多元文化教育的适切性——基于对云南省西双版纳州Z校的实证调查［J］．教育研讨，2022，4（4）：371-379．