發(fā)布時(shí)間：2018-02-10 00:34

  本文關(guān)鍵詞： 民族地區(qū) 漢族雙語(yǔ)教師 專業(yè)發(fā)展 職后教育　出處：《石河子大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：民族地區(qū)漢族雙語(yǔ)教師作為一支肩負(fù)著跨文化雙語(yǔ)教學(xué)任務(wù)的特殊群體,面對(duì)著與自身文化背景、語(yǔ)言背景均不相同的少數(shù)民族學(xué)生,一方面需要提高自身的專業(yè)水平和知識(shí)儲(chǔ)備,將主流知識(shí)有效地傳遞給他們。另一方面需要調(diào)整自己不斷適應(yīng)和接受不同于自身文化背景的其他民族文化。這對(duì)他們而言,無(wú)疑是巨大的挑戰(zhàn)。民族地區(qū)漢族雙語(yǔ)教師職后教育現(xiàn)狀如何?他們?cè)趯�業(yè)發(fā)展過(guò)程中面臨何問(wèn)題?這是筆者的研究問(wèn)題所在。本研究運(yùn)用質(zhì)性研究方法進(jìn)行實(shí)地調(diào)研。根據(jù)目的性抽樣的原則,選取克州阿圖什市S鄉(xiāng)3所中小學(xué)的8名漢族雙語(yǔ)教師作為本研究的研究對(duì)象,并將其分別編號(hào)為A—H。本研究在參與式觀察漢族雙語(yǔ)教師教育教學(xué)及日常生活的基礎(chǔ)上,圍繞漢族青年教師的職后教育編制了半結(jié)構(gòu)式訪談提綱《南疆少數(shù)民族聚居地區(qū)漢族雙語(yǔ)教師職后教育情況調(diào)查》,主要就漢族雙語(yǔ)教師的職業(yè)現(xiàn)狀、職后教育現(xiàn)狀及職后教育期望這三方面對(duì)本研究的8名研究對(duì)象分別進(jìn)行訪談,為了保證資料的完整與全面,對(duì)每位研究對(duì)象進(jìn)行了多次訪談,每次訪談時(shí)間均為30—60分鐘,在訪談過(guò)程中根據(jù)研究對(duì)象的回答進(jìn)行了追問(wèn),并且根據(jù)資料收集情況進(jìn)行了回訪。由于有熟人A的事先介紹,受訪者的戒備心不強(qiáng),更愿意敞開心扉,為獲取真實(shí)可靠的資料提供了保障。并且由于筆者和研究對(duì)象一樣同為漢族,在S鄉(xiāng)這樣一個(gè)鮮有漢族同胞的少數(shù)民族聚居鄉(xiāng)鎮(zhèn),較容易和研究對(duì)象拉近距離。為了保證資料的信效度,筆者也多次進(jìn)行三角驗(yàn)證。對(duì)S鄉(xiāng)中小學(xué)漢族雙語(yǔ)教師的訪談主要圍繞其職后教育現(xiàn)狀展開,通過(guò)對(duì)訪談資料的逐層編碼分析及參與式觀察后,從職后教育的態(tài)度、需求、途徑、內(nèi)容和效果五個(gè)方面歸納和總結(jié)出了S鄉(xiāng)中小學(xué)漢族青年雙語(yǔ)教師職后教育的現(xiàn)狀與問(wèn)題,并深入思考了職后教育問(wèn)題產(chǎn)生的原因,根據(jù)已知原因提出了相關(guān)對(duì)策建議。以期對(duì)南疆地區(qū)的職后教育的開展和漢族雙語(yǔ)教師的專業(yè)發(fā)展有一定的借鑒。
[Abstract]:As a special group with the task of intercultural bilingual teaching, Han bilingual teachers in ethnic minority areas are faced with ethnic minority students with different cultural backgrounds and language backgrounds. On the one hand, we need to improve our own professional level and knowledge reserve, and effectively transfer mainstream knowledge to them. On the other hand, we need to adjust ourselves to adapt and accept other national cultures which are different from their own cultural backgrounds. Undoubtedly, it is a great challenge. What is the present situation of post-service education for Han nationality bilingual teachers in minority areas? What problems do they face in their professional development? This is the author's research problem. This study uses qualitative research methods to carry out field research. According to the principle of purposeful sampling, 8 Han Chinese bilingual teachers from 3 primary and secondary schools in S Township, Atushi City, Ke., are selected as the research objects. This study is based on the participatory observation of the education, teaching and daily life of bilingual teachers of Han nationality. Based on the postemployment education of young teachers of Han nationality, a semi-structured interview outline "Survey of Post-service Education of Han nationality Bilingual Teachers in the Minority areas of South Xinjiang" has been compiled, which is mainly concerned with the professional status of bilingual teachers of Han nationality. In order to ensure the integrity and comprehensiveness of the data, the present situation of post-vocational education and the expectation of post-vocational education were interviewed respectively. In order to ensure the integrity and comprehensiveness of the data, each of them was interviewed for 30-60 minutes. In the course of the interview, according to the respondents' answers, and according to the data collected, they conducted a follow-up interview. Because of the introduction of acquaintance A in advance, the interviewees were less alert and more willing to open up their hearts. This provides a guarantee for obtaining reliable and authentic information. And because the author and the subjects of the study are the same as the Han nationality, in S Township, a town inhabited by ethnic minorities with few Han compatriots, In order to ensure the reliability and validity of the data, the author has also carried out a number of triangulation tests. Interviews with Han Chinese bilingual teachers in primary and secondary schools in S Township are mainly carried out around the present situation of post-service education. Based on the coding analysis and participatory observation of interview data, the present situation and problems of post-vocational education for Han young bilingual teachers in primary and secondary schools in S Township are summarized and summarized from five aspects: attitude, demand, approach, content and effect of post-vocational education. The author also deeply considers the causes of the problem of post-service education and puts forward relevant countermeasures and suggestions according to the known reasons in order to draw lessons from the development of post-service education in southern Xinjiang and the professional development of bilingual teachers of Han nationality.
【學(xué)位授予單位】：石河子大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G755.1

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