民族语言课的制度性安排.pdfVIP

ABSTRACT This concemsthenecessitiesthatanation·stateis to paper supposed the minorities、native institutionallyarrangeless—populated language curriculumin schooling． The ofthe culturesconcemsthe and continuityminority harmony of China．The ofnative forthechildrenin safety schooling languages areasisoneofthethree ofnative minority necessaryways language absenceofthe in leaming．The minority school， group’Slanguage obvioussincethemostof inChinacannot however,is bilingual-teaching avoidthesituation of the is above．Hence，govemmentpeoplesuggested totakemeasurestoset curriculumfortheminorities’native up languages and to the evaluationofthecurriculum． protectequal This concelTlS15 as andSO minorities，such paper Dai，Naxi，Deang liveinYunnan inChina．Basedonthefield on，which province survey, this findsoutsome relatedtothe of paper problems arrangement minorities、nativecurriculumin whichthe language school，to paper and minorities、native suggestsgovernmentarrangeprotect language in curriculumsch001． This isdividedintothree Onedemonstratesthe paper parts：Chapter baseofthe oftheminorities’native theory arrangement languages． Two outthe situationsoftheabsenceofthe Chapterpoints present curriculum Threeisfor the the arrangement．Chapter suggestions：how shouldbeableto the government institutionally arrangeless—populated minorities、native in curriculum language schooling． Words Key Minoritylanguage curriculum，Bilingualteaching， Institutional and tracks melted arrangement，Doubledoubly 目 录 绪论……………………………………………………．1 第一章民语课程制度性安排的理论基础…………………………．9 第一节文化存在是人更根本的存在……………………………9 一、文化的超生存特性——马斯洛“需要层次理论的借鉴……．．9 二、文化的差异性——博厄斯“文化相对论的借鉴…………．10 第二节语言是存在之家……………………………………12 一、词语破碎处无物存在——海德格尔“存在主义理论”的借鉴…12 二、语言维系生产关系——马克思流派交往理论的借鉴………．．13 三、语言与思维、文化、族群……………………………14 第二章双语教学与民语课程设置的现状…………………………17 第一节双语教学的偏差与误区……………………………．．17 一、双语教学的概念偏差——埃德蒙·金方法论“概念的应用…17 二、双语教学的教学误区——埃德蒙·金方法论“环境’’的应用…2l 第二节 民语课程在学校教育中的普遍缺失……………………．25 一、对人口较少民族语言的忽视…………………………．25 二、对民语口语的忽视…………………………………25 三、民语能力的缺失………………