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Lack of cultural sensitivity and cultivation strategy of tea

时间:2015-10-26 来源:未知 编辑:梦想论文 阅读:

One, what is the cultural sensitivity of teachers in classroom teaching

 

"Sensitivity" refers to "the performance of certain factors that are easy to be perceived by some factors in living organisms." it is "the psychological and physiological state of the behavior subject in the context of the situation, which is the product of human life in culture, so that people" s cultural sensitivity is the psychological and physiological state in which people "s culture is in the right environment. Namely, cultural sensitivity is the awareness and action of people to observe, understand, understand, accept and effectively use the various cultures and their relationship and influence in the field of life. To the teachers, the knowledge inheritance in the classroom teaching is also a kind of cultural inheritance and communication activities.

 

As the multi culture of the modern society has gradually infiltrated into the school and classroom teaching, the classroom teaching is actually a cultural exchange between teachers and students in the carrier of knowledge. This requires that teachers not only from the standpoint of knowledge teaching, but also from the perspective of cultural understanding and the influence of culture to the classroom teaching.

 

According to this, the cultural sensitivity of the teachers in the classroom teaching is to maintain a proper awareness of the psychological and physiological state of the teachers in the classroom teaching. In particular, the cultural sensitivity of teachers in classroom teaching is the teachers' awareness of their own individual cultural traditions and their representatives. Secondly, it is a sensitive perception, understanding and critical analysis of the cultural tradition of the students of different levels and their representatives.

 

Again, it is used in teaching of teaching materials of teaching resources such as the load of the social dominant culture be keenly aware of and to be treated with caution. This means teacher, first of all, we need to be able to in the other's eyes on their own cultural habitus give conscious scrutiny, to alert their inherent cultural prejudice and cultural pride. In addition, the social dominant culture of students' culture and teaching resources, teachers need to have a keen perception, understanding and critical analysis of empathy, can carry out the position of the review and thinking. In this way, the teacher can make a keen awareness of the differences in classroom performance and cultural reasons (such as different students' expression, communication, behavior and so on), and then rationally think about the strategies of effective coordination and guidance.

 

It should be pointed out that the cultural sensitivity of the teachers discussed in this paper is that the teachers should have a keen perception of the multiple cultures in the classroom teaching, but it is not over sensitive. As a kind of awareness and ability, the teacher can give a rational reflection and positive response to the different cultural forms of the classroom teaching, including the teacher's self. And the over sensitive is often easy to lead to the teacher to the diversity of cultural differences, misunderstanding, conflict, exclusion of the phenomenon of excessive anxiety and sense of helplessness, and even dare not face and carry out normal education teaching activities, but also can not actively take strategy to coordinate the conflict between different cultures.

 

Two, the significance of cultivating teachers' cultural sensitivity in classroom teaching

 

"Only through his conscious reflection and criticism of the people may find the plight of life and problems, to achieve a more comprehensive understanding of real life." [2]

 

It is important for improving the quality of classroom teaching, promoting teachers' professional development and creating the local education reform. It is important to understand the differences, influence and problems of different cultural patterns in the course of teaching.

 

(a) to eliminate cultural prejudice and stereotypes, improve the quality of classroom teaching of Teachers

 

The pursuit of effective teaching is the teaching of teachers to carry out the practice of classroom teaching. Teachers on classroom teaching situation in the realm of the main culture traditional culture both conflict and understand the possible paradox, is the important support of good teaching effect. Bourdieu has pointed out that the school culture and teacher culture often represent a specific class culture, with a set of its own unique cultural and language system, the system is often more suitable for middle class families of students.

 

In the face of the students from different social strata, the cultural characteristics of the specific class of teachers are easy to produce cultural bias and stereotypes. In the daily teaching of teachers, for example, the students who are close to their own class or superior to the status of the class of their own. For those who are weak in learning ability, they tend to think that they are due to their inherent cultural loss, their parents and the culture of the living environment is the root cause of their failure. Over time, teachers have a culture of prejudice and stereotypes. Under the influence of cultural prejudice and stereotypes, teachers often think that students who come from the lower class or ethnic groups can't or at least be hard to get the same results and achievements. This is a departure from the teaching of the value of the pursuit of excellence in the life of the individual as well as to prepare for the individual to make the students better "become his own" education ontology.

 
To cultivate teachers' cultural sensitivity, through the cultural prejudice and stereotype of teachers' self - consciousness, it is helpful for teachers to realize that all kinds of cultural types have their own advantages and shortcomings. Therefore, through cultivate teachers with moderately sensitive cultural sense perception, can enrich the teachers' practical wisdom, helpful to teaching activities the best decision points were found in the classroom teaching of multicultural teaching realm. In short, to cultivate the cultural sensitivity of teachers, through the teacher's conscious cultural reflection and criticism, strengthen its cultural influence on the "culture of students learning", the teacher's own representative of the special class culture of the advantages and limitations of the problem of rational thinking, help teachers abandon their own cultural prejudices and stereotypes, improve the quality of classroom teaching, and promote better development of students.

 

(two) it is helpful for teachers to go beyond the means of the method and obtain the support of new professional development.

 

To have a unique teaching methods and habits of their own teaching, teaching style seamless is most teachers unremitting pursuit and expectations. From the beginning of the teaching career most teachers began to "search for all the resources related to the method, excluding all the things that have nothing to do with the method"."

 

Because of the common features of teaching, the teaching method is useful for teachers, especially for the novice teachers. However, teaching is a complex relationship between people and people. Blindly "infatuated with teaching method" cut the complexity of teaching, and the teaching method is simple to program operation. In the course of teaching, the teacher is easy to neglect the teaching reality of the coexistence of multiple cultures, and the lack of awareness and reflection of the multicultural like state in the teaching. "The method is infatuated" eroded the cultural sensitivity of the teacher, so that in its experience of the multicultural classroom conflict, anxiety is not helpless.

 

The cultural sensitivity and cultivation of teachers in the classroom teaching can help teachers to understand the positive cultural transformation and construct strategy based on the cultural tradition of different cultural subjects. Can be seen that the cultural sensitivity of teachers in classroom teaching can help teachers to change the traditional thinking mode of thinking from teaching methods. This teacher out method attachment and fascination, the depth of thinking of classroom teaching in Multicultural Contexts to provide the basis. In this kind of cultural understanding and deep thinking, teachers themselves are becoming more and more cultural understanding reflective practitioners, and their professional development has gained new impetus.

 

(three) it is helpful to cultivate the culture of the localization of education reform, and strengthen the practice foundation and power of education reform.

 

"The reform is more likely to be successful and sensitive to cultural issues." [5]'s new educational reform should be based on the choice of culture, the growth and the formation of a variety of value differences in the original education system, which requires a keen perception of both teaching and learning, and to seek for the new reform of cultural growth based on respect for the diversity of cultural differences. To cultivate the cultural sensitivity of teachers, teachers pay attention to their teaching practice in the multi culture ecology, enhance their cultural awareness and awareness, is not only to enhance the ability of teachers to deal with multiple cultural conflicts, promote multicultural exchanges and cooperation, but also the inherent needs of nurturing local education reform.

 

Although in China under the globalization of education reform should have eclectic courage reference, the introduction of other countries, especially developed countries education reform theories and thoughts. But what we think and reform is the current education practice and theoretical issues in china. All the external thoughts and theories can only be used as a mirror of the other, which is a reflection of the problem of Chinese education. To cultivate the cultural sensitivity of teachers, the teacher can give a keen awareness of the social dominant culture, teacher culture, student culture, and the culture of the teaching resources. And this is the practice of China's educational reform based on the local curriculum teaching and cultural foundation. The foundation to local culture of classroom teaching, help to education reform from ignoring Classroom Teaching diversity and complexity, the realm of arbitrary cultural subversion and aggression transformation for based on traditional education teaching foundation of the inheritance of change.

 
Furthermore, the foundation and the vitality of education reform lies in the teachers' teaching practice. Effective reform should be based on the respect and understanding of the teachers' daily teaching practice. In the classroom teaching, the attention and cultivation of teachers' cultural sensitivity, from the micro level, is the initiative to guide teachers to reflect on the effective response to the multi culture challenge. This is helpful to the education reform from the single education angle of view to produce for the cultural inheritance and the innovation action. To improve the huge gap between macro theory and practice, to generate a large number of meso and micro localization of the theory of education, and promote reform, or to produce a huge boost.

 

An analysis of the current situation of teacher's lack of cultural sensitivity in classroom teaching

 

As mentioned above, the cultural sensitivity of teachers in the classroom teaching is an important factor to restrict the quality of teaching, teacher development and educational reform. But in the practice of teaching, most teachers pay more attention to the learning of knowledge and teaching method, and few of the cultural dimension analysis to understand their teaching. In particular, the lack of teachers' cultural sensitivity in the classroom teaching is as follows:

 

One, faithful to the teaching resources, such as the selection of teaching resources and the load of the knowledge content and the load of social dominant culture, but less critical reflection. The concept of faithful orientation of curriculum implementation in our country. In this orientation, the society and the teachers themselves are subconsciously or unconsciously to set up the teacher's position in the faithful delivery course (often the material). Therefore, there are few teachers will be on the knowledge of the curriculum of the cultural concept of rationality and may have the problem, as well as whether to conform to their own teaching practice and other issues to be critical reflection. However, as some scholars have pointed out, "generally speaking, the social dominant culture in schools is the middle class culture, which is the culture of most people. The school curriculum is not a neutral system, but a product of the interaction between class, economic power and cultural hegemony, which can not find their culture and knowledge in the course of the curriculum." Therefore, it is a fact that teachers' lack of social dominant cultural reason is a lack of awareness of the social dominant culture in teaching materials, which is actually a teaching resource. This lead to the classroom teaching of those originating from the social edge class, rural areas, ethnic groups and other students themselves, the lack of due attention and respect for the students themselves, resulting in the main position of these students in the teaching is difficult to establish, it is difficult to truly enjoy the education resources.

 

Secondly, the lack of attention and understanding of students' individual culture and students' culture should be concerned with little understanding of the poor performance of students in the classroom. In the current classroom teaching, knowledge is undoubtedly still the focus of the majority of teachers. Although under the advocacy of the new curriculum reform of the research learning, view of generative teaching theory, the people of the past of objectivism knowledge on suspicion and criticism, the classroom teaching in our country also has the new change and change. But these changes may be more stay at the level of understanding of the concept of teachers. In the classroom teaching practice, most teachers are still accustomed to the test results to determine the pros and cons of the performance of the students. For those students who have poor performance, they often think that they are weak. Few teachers understand the students' performance in terms of their own cultural origin and cultural differences, and this is the basis to improve the strategy, especially the lack of understanding and reflection of the cultural origin of the disadvantaged groups.

 

At the same time, along with the social diversification trend of the obvious and intensified, students are more likely to accept the new culture of social change, and formed a unique cultural psychology and form. For example, students are more easy to accept and like the use of new information technology, like the use of modern network language to express their emotions, the traditional authority and value of the idea is often criticized and criticized the deconstruction of rebellion. If the teacher is not sensitive to these new student group culture, it is easy to lead to conflict between students and students. For example, some school teachers take the collection and even damage to the students' mobile phones, students' access to the Internet and other ways to try to make it to the teaching of knowledge learning. It can be said that for the majority of teachers, strong suppression of fixation on the knowledge of indoctrination is still used to their classroom teaching mode, few people are willing to to student's culture to give real understanding of acceptance, certainly impossible to grasp this opportunity to transform individual students and student group culture to promote teaching opportunities resources.

 
Third, the lack of the cultural role of the teacher's own critical reflection of the courage, the lack of cultural awareness should be. In the classroom teaching, the teacher is a diverse cultural role. On the one hand, the teacher is the role of adult culture, which means that the teacher's classroom behavior is the representation of adult culture in the contemporary society. The adult culture and student culture of minors constitutes a cultural conflict in wrestling teaching. On the other hand, the teacher is the representative of the social dominant culture, which means that he carries the responsibility of the social leading culture of the country. This mission is often conflict with the culture of the students and even the teachers themselves. Because of these two aspects of the role of the dominant, the teacher is more inclined to hold an elite cultural position, in their view, a person's success depends mainly on his ability, effort and talent, and not consider the system, economic conditions and family background and other factors. The teachers are accustomed to taking the score as the center, which is a narrow understanding of the success.

 

At the same time, the teaching habits of teachers seem to be more willing to stick to their own, and the rejection of the new teaching reform instinct. Investigate its reason, the teaching reform may produce the new teaching culture will impact on the teacher's teaching and cultural atmosphere, breaking the existing teaching psychological habits, and therefore teachers are more likely to choose to escape. Regardless of is the holding of elitist culture concept or escape change the habit of choice, in fact, are teachers of their own cultural lack of critical reflection on the courage and the lack of proper cultural consciousness. Although some teachers may be aware of their own cultural inertia, but still very few positive improvements in teaching.

 

Four, the cultivation of teachers' cultural sensitivity in classroom teaching

 

As mentioned above, the classroom teaching practice in Teachers' cultural sensitivity concerning teaching quality promotion and teacher own development and education reform of advance. Therefore, it is necessary to thinking in the classroom teaching of teachers cultural sensitivity training possible direction. Although there may be many factors that affect the cultivation of teachers' cultural sensitivity, such as teacher's learning experience, knowledge structure, living environment, but the teacher's role in the self positioning, the ability of the teacher's cross-cultural dialogue, exchange, transformation, as well as the training system of teachers' education is undoubtedly an important factor in many factors.

 

(a) to guide the teacher to establish the consciousness of the role of the cultural understanding type reflective practitioner

 

The school and the teachers shoulder the social dominant culture value concept of the transfer of the mission, the teacher's daily professional life to undertake the task of teaching resources based on the concept of social dominant values as the carrier of teaching resources. As a teacher, the teacher often becomes the representative of the social dominant culture. For the students who are not the main source of the class, the teachers are more prone to have no consciousness. Therefore, as the cultural identity of the special class culture, the teacher is the key reason for the cultural bias and the stereotype in the teaching. And cultural prejudice and stereotypes will continue to spend the cultural sensitivity of teachers, making it difficult to perceive the diversity of cultural ecology and its relationship with its due value in teaching practice.

 

Therefore, to cultivate and improve the cultural sensitivity of teachers, the teachers need to guide the teacher to understand their cultural role, and guide them to establish a cultural understanding of the role of reflective practitioners. As a kind of cultural understanding reflective practitioners, it means that the teacher is not to force the students' cultural orientation in a single cultural value, but to measure the educational problems in the multicultural education.

 

In this way, the teacher is one of the people who has the consciousness of respecting, tolerance, appreciation and acceptance of the diversity of culture, and is the cultural subject of harmonious coexistence with the "other culture". Secondly, he not only to students transfer about multicultural knowledge and value view, and in the process of education use subjective bias and likes and dislikes, placed the same on each student expectations, not because of the learners' language, family economic conditions, physical appearance, gender, ethnic, religious arithmetic different treated differently, we call for teaching and guidance of the appropriate methods to students of different cultural background, personality and gender characteristics to make them. Again, he has a clear sense of responsibility, can be aware of the culture of the students to cultivate respect, appreciation, acceptance of the multicultural coexistence of symbiotic consciousness is its due responsibility. From this, the teacher is to create a positive culture communication environment, especially by the students to the school. As a teacher of the cultural understanding, the teacher can not only be sensitive to the cultural ecology and the relationship among the teaching environment, but also be able to reflect and improve the teaching reality and the problem of the experience.

 
(two) to develop and enhance the intercultural competence of Teachers

 

Whether it has the ability of cross culture is another important factor that influences the ability of the teachers to be sensitive to the environment of education. "Intercultural competence is related to the acquisition, understanding, reception and dialogue of different cultures.", "cross culture is the basis of understanding and understanding." to the teachers, we need to understand and grasp the differences in value, thinking mode and behavior mode of students in the view of the teachers ".

 

This means that we need to cultivate the intercultural competence of the teachers. On the one hand, the teacher needs to have a keen sense of Cha Jue, explanation, transformation, and generation of cultural values in the field of education. It is necessary to actively listen, understand, and accept multi culture; but in the perception, listening, understanding and acceptance, careful and cautious of multicultural respective characters and problems were value identification and cultural interpretation, and make the best use of the circumstances tactfully to carry out educational and teaching activities. On the other hand, the teachers in the way of dialogue and exchange to enhance mutual understanding between the cultures. In the exchange of dialogue, to guide different cultural subjects to listen to different cultures, to understand the different cultural expression. The cultural identity of the cultural identity of the main body of the cultural identity of the main station in the other culture, to experience the other culture, enhance the cultural identity of the other, and ultimately to achieve the cultural understanding of different cultures.

 

(three) constructing the teaching system of the multi culture of the teacher education curriculum

 

In addition to guide teachers to understand their cultural role, to cultivate and enhance their intercultural competence, the construction of multicultural teacher education curriculum teaching system is a new measure to cultivate and enhance the sensitivity of teachers' culture. Although the teacher's cultural sensitivity directly points to the teacher's awareness and response to the culture of the teaching situation, but this keen perception is closely related to the teacher's pre service training and on-the-job training. This needs to construct the multicultural teacher education curriculum teaching system. For example, the United States in order to cultivate multicultural teachers, the students are required to open the school and the society of the school and the society, the attention of the students to understand the different culture, to understand themselves, to understand the social situation of school education, etc.." "The fundamental purpose of teaching social and cultural knowledge is to help the students learn to use their cultural knowledge in a specific class and students,...... Deep understanding of any class has a cultural relevance."

 

In fact, each person is based on his own race, nationality, gender, class, language, religion, ability and so on. It is helpful for the students to review the self and others.

 

In addition, due to the cultural sensitivity of teachers pointing directly to the realm of teaching in the multi-cultural awareness, which reminded us in teacher training and need to consciously strengthen the practice of multicultural education. We can consider choosing primary and middle school as the practice school, and ask the students or teachers to take part in the community practice and so on. It should be emphasized that the fundamental purpose of these measures is not to change the course of the curriculum, but rather to put the concept and consciousness of multiple cultures throughout the training of teachers, and to lay the foundation for the teachers to meet the challenges of multi culture.

 

Reference

 

[1] Xu Xuefu, Zhao Yanhong. On the research and experiment of [J]. education in the perspective of teachers, 2013 (3).

 

[2] Lu Jie. The existence of Transcendence - and an analysis of ill conditioned adaptation of the [J]. Journal of East China Normal University (taught SCIENCE EDITION), 2007 (4).

 

[method] Bourdieu [3]. Reproduction: the main points of the theory of education system: [M]. Xing Kechao. Beijing: the Commercial Press, 2002: 86,87.

 

[4] Li Zhengtao. From the teaching method to the teaching method of [J]. education theory and practice, 2008 (11).

 

[5] [beauty] Harry Anthony Patrinos, Wei Aide, Wang Yan. To quality as the goal of the educational reform and planning framework for the [J]. education review, 2013 (3).

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