摘要
在我国的贫困地区,学业不良学生在中小学教育中占据学生主体的相当比例。虽然学业不良的成因具有多样性和差异性,但学业不良学生总体而言呈现信心不足、学习动力不足、与教师的配合程度欠佳等特征。多元文化教育理论提出教师看待学业不良学生的两个典型视角:“缺陷导向视角”和“差异导向视角”,它们会影响教师在课程内容设计、教学过程设计、课程结构组织和引导家长参与等方面的策略及实施。多元文化教育提倡教师以差异导向视角看待学生,以帮助学生获得更高学业成就。
In China′s economically underdeveloped area,underachievers make up a considerable proportion of students in primary and secondary education.Although the causes of academic underachievement are diverse,the underachievers show the characteristics of insufficient confidence,insufficient learning motivation,and poor coordination with teachers.Multicultural education theories put forward that teachers have two perspectives:"deficiency-oriented perspective"and"difference-oriented perspective",which affect the strategies and implementation of curriculum content setting,teaching process design,curriculum structure organization,and parents′participation.Teachers are encouraged to take differences-oriented perspectives to help students achieve academic achievements.
作者
杨斯卓
YANG Si-zhuo(School of Foreign Languages,Qiannan Normal University for Nationalities,Duyun 558000,Guizhou,China)
出处
《黔南民族师范学院学报》
2019年第6期66-69,92,共5页
Journal of Qiannan Normal University for Nationalities
关键词
多元文化教育
学业不良学生
差异导向视角
辅导策略
multicultural education
underachievers
difference-oriented perspectives
teaching auxiliary strategies
