| 马亚玲,马娥.基于民族地区儿童全面发展的学前藏汉双语教师“双文化”素养[J].陕西学前师范学院学报,2019,35(7):124-128 |
| 基于民族地区儿童全面发展的学前藏汉双语教师“双文化”素养 |
| Tibetan and Chinese Preschool Bilingual Teachers’ Double Cultural Literacy and Children’s Development in Minority Areas |
| 投稿时间：2019-03-05 修订日期：2019-03-14 |
| DOI：10.11995/j.issn.2095-770X.2019.07.025 |
| 中文关键词: 民族地区 藏汉双语教师 双文化 儿童发展 |
| 英文关键词: race region Tibetan and Chinese bilingual teacher Bi-culture the |
| 基金项目:全国教育科学“十二五”规划国家青年项目(CMA140133)；教育部人文社科青年基金项目(17JYC880078 |
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| 中文摘要: |
| 青藏地区的儿童生活在多民族并存的社会生态环境中，其成长和发展离不开多元文化的社会环境，要支持促进民族地区儿童发展，需要以其生活环境及生活经验作为活动设计的基础之一，在藏汉混居地，幼儿园活动的组织与实施要立足于儿童生活的藏汉两种文化并存的社会环境。因此，此地区学前教育教师，需具备藏汉“双文化”教育的态度和理念、实施藏汉民族文化教育的能力和藏汉民族文化知识，由此更好地促进学前儿童的全面发展，进而提高本地区学前教育质量。 |
| 英文摘要: |
| The children living in the Tibetan areas stay in the special social and ecological environment which contain many different ethnic groups. Therefore, they can not achieve their development without considering this social and ecological environment. In this case, we have to design all the activities based on their multicultural living environment and life experience to support their development. Actually, in the area which include Tibetan and Han people, the design and the implementation of activities in the kindergarten has to be established in the special environment which contain two different kinds of culture. Therefore, the teachers in the kindergarten in these areas have to possess the bilingual and bi-cultural attitude and concept, the ability to complete the Tibetan and Han ethnic-culture education, the knowledge about these two different culture. In this way, we can promote the preschool children’ comprehensive development and improve the preschool educational quality in the local areas. |
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