高等教育中多元文化主义的培养:反思之道

O. Chaika
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引用次数: 2

摘要

摘要本文探讨了培养未来教师多元文化人格的研究领域,这些教师将在高等教育领域提供高水平的语言学研究和教学价值。运用反身性方法作为教育过程的方法论,并辅以价值论、文化学、交际学和环境方法,在多元/多元文化的课堂上与未来的外语教师一起培养较高的文化和语言价值观,这是可能的。外语教师在高等教育中建立或培养或培养多元/多元文化主义,与教师自身对知识和文化的理解、认识和形成个人价值观的过程、自身活动,特别是与反思(reflexition)的过程密不可分。在这方面,反思性思维脱颖而出。其次,这种反思性思维的形成和发展成为各级(高等)教育,特别是外语教学和学习的重要任务。与此同时,需要注意的是,反思性思维是应用教练导向技术的基础,它是一种高效的工具,可以在多元/多元文化的课堂中实现教练(课堂教师、导师、主管、外语讲师、培训师或专家)和教练(学生)的既定目标。本研究还建议区分形容词“reflexive”和“reflective”。更准确地说,在研究结果下,反思性是指反射或重定向到源的事物的自然/特征,而反思性是指指向主体,或具有与主体相等的客体。后者对于研究的主题具有主要价值,因为在很大程度上,它与基于指导的方法论和意识形态组合有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultivating Polyculturalism in Higher Education: Reflective Approach
Abstract. The paper considers study areas for formation of the poly-/ multicultural personality of the future teacher who is ready to deliver high-class philological study and instructional value in the area of higher education. That is seen possible with application of reflexive approach as methodology for the educational process, accompanied as well by axiological, culturological, communicative, and environmental approaches for fostering high cultural and linguistic values with a future teacher of foreign languages in a poly- / multicultural classroom. Establishing, or fostering, or cultivating poly- / multiculturalism in higher education for foreign language teachers is inextricably linked with the processes of comprehension, awareness, and the formation of such teachers’ own personal values to knowledge and culture, their own activities, especially with the process of reflection (reflexion). In this regard, reflective thinking comes to the fore. Next, both formation and development of such reflective thinking become important tasks at all levels of (higher) education in general and instruction and acquisition of foreign languages, in particular. At the same time, it is critical to note that reflective thinking is at the foundation of applying coaching oriented technologies as a pool of highly efficient tools to achieve the set goals of the coach (classroom teacher, mentor, supervisor, foreign language instructor, trainer, or expert) and a coachee, student in a poly- / multicultural classroom. It is also recommended under the research to distinguish between the adjective terms reflexive’ and reflective’. To be more precise, reflective’ under the study results means natural / characteristic of something which reflects, or redirects back to the source’ while reflexive’ stipulates referring back to the subject, or having an object equal to the subject’. The latter is of prime value for the subject matter of the research inasmuch connects to coaching-based portfolio of methodology and ideology, largely speaking.
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