美國農村學校的多種文化教育外文翻譯

1、<p>　　The rural school a variety of culture education</p><p>　　First the United States rural schools attach importance to carry out a variety of culture education reason</p><p>　　According

2、to the us national normal education appraisal committee definition, a variety of culture education is for students' future may experience culture diversity and human complexity and other social, political, and econom

3、ic reality problems of preparation, cultivate and develop the students' observation, evaluation, and in different cultural environment for the performance of the corresponding action ability of education.</p>

4、<p>　　Rural life characteristics of the change, the requirement of rural education responsibilities and the corresponding change.</p><p>　　Along with the social politics, economy, technology, the rapid

5、development of the population, information communication is becoming more and more frequent, the rural life characteristics are no longer isolated, it also lack of without and the outside world relation. People found, in

6、 answer to the purpose and significance of this kind of fundamental problems, only based on community interior is not comprehensive, still need to people around the world. Keep contact with other culture and communica<

7、;/p><p>　　All kinds of immigrants settled in the countryside, the rural attaches great importance to the requirements through a variety of cultural education, establish a positive relationship.</p><p

8、>　　At the beginning of the founding of from the United States, there are many different ethnic groups and different religious education background of immigrants in the American rural settle down, and breeds, it is the

9、y made a great contribution, the rural community to get today's prosperity. Therefore, the rural itself has been exist a variety of culture exchange tradition. Today, the number of immigration to the United States st

10、ill in rapid growth, many people will also house Ann in the countrysid</p><p>　　Americanized education affect adolescent correct world concept and cultural understanding of concept formation, needs through a

11、 variety of cultural education to adjustment.</p><p>　　The school education in the foreign the children of immigrants into American this melting pot, make it become the American to the core has effect, howev

12、er, objectively speaking, the so-called americanized education there is lack of cultural diversity understanding hidden trouble.</p><p>　　First of all, superpower supremacy consciousness affects American mul

13、ticultural education development. The United States in dealing with international affairs, often with its superpower status show arrogant attitude. In the United States people's point of view the world, to the Americ

14、an standard to manage the world become a natural things. This kind of thinking for education XiRan. Therefore, in the education students how to treat their own environment outside of the culture and not forward how </

15、p><p>　　Second, the American social internal national unequal status, also affect the understanding of cultural diversity. In the United States social structure, in the upper and the mainstream status of is all

16、 descendants of European immigrants, white whether in government organizations, economic and trade, or in social employment, education power, etc total advantage, and like Asian, west African, Africa, Latin America and o

17、ther immigrants tend to be the more unfavorable status. In the education aspec</p><p>　　Two the rural school a variety of culture education the main measures</p><p>　　At present, rural schools i

18、n the United States a variety of cultural education mainly has the following several aspects:</p><p>　　Change education idea, renewing education content. To carry out a variety of culture education, we must

19、first in teachers' education concept to reform. It emphasize teachers' role is to reduce the important role of students' ideological bias, requires teachers to change the past that used to consider too much w

20、hite idea, will be the western way of thinking as orthodox and ignore the number of minority students in school rising reality, rarely mention non-western cultural knowledge practice. It r</p><p>　　In the co

21、urse of the measures taken are: strengthening the choice between people of many kinds of culture, the relationship between new content to replace the past the lack of cultural diversity understanding of materials; Increa

22、se the various national tradition, custom, history and so on aspects of teaching time, other national major festivals in class education agenda, let more students to understand their national culture outside of the knowl

23、edge; Pay attention to sports, music, art, plays th</p><p>　　To strengthen the school and community contact</p><p>　　Family background and attitude also affects the development of a variety of c

24、ulture education. The school pays much attention to in the community, between the family to establish good relations, on the one hand, make full use of the community of talented person, the material and cultural resource

25、s, on the one hand, using education means influence the whole community members, to create a good atmosphere, to promote the success of the variety of culture education development. These measures includ</p><p

26、>　　Advocate the cooperation study, deepen mutual understanding</p><p>　　Johns. Hopkins university department levin and leadership of the school social organization center research shows that different lev

27、els of students constitute a group together to accomplish a common goal, in partnership between to students establish good interpersonal relations and academic achievement to bring positive positive effect. The research

28、results in the countryside in a variety of culture education time also often use. Students from different cultural backgrounds, in study together, p</p><p>　　Give full play to the minority teachers and inter

29、national exchange students role</p><p>　　Recently, there is a called for the United States and education plan, requirement, keep the close connection between schools, to ensure that different cultural backgr

30、ounds to rural school teachers for access to educational, sometimes these temporary visit teaching teachers may long stay at the school for a variety of culture background of education. Some rural communities are activel

31、y recruiting different cultural teacher let them in different schools in turn teaching. Due to various reasons, al</p><p>　　Three, enlightenment</p><p>　　Teach students understand human diversit

32、y, teach them to recognize the earth between all people have similarity and depend on each other, teaching students to learn to live with their different people live together, this is the mission of education.</p>

33、<p>　　Pay attention to the development of a variety of culture education, ask people in the right attitude to understand their own culture advantages and defects, know and understand cultural advantages and its lim

34、itations. In the love of their own culture and at the same time, respect other people's culture, absorbs the essence, eliminate dregs, to create a new mutual confluence of human culture and struggle, this is educator

35、s important historical responsibility.</p><p>　　References:</p><p>　　Olive jenny Penney ;How ley craig charting new maps ;</p><p>　　cultural education in Rural schools ERIC Digest E

36、D3481901 Aug 92.</p><p>　　Ballantine ,Jeanne H ,The sociology of education : A Systematic Analysis Prentice - Hall ,Inc .</p><p>　　美國農村學校的多種文化教育</p><p>　　一 、美國農村學校重視開展多種文化教育的原因&

37、lt;/p><p>　　根據(jù)美國全國師范教育鑒定委員會的定義，多種文化教育是為了學生未來可能經歷的文化多樣性與人類復雜性等社會、政治、經濟現(xiàn)實問題作準備，培養(yǎng)和發(fā)展學生的觀察、評價，并在不同文化環(huán)境下表現(xiàn)為相應行為能力的教育。</p><p>　　農村生活特征的改變，要求農村教育職責也相應的改變。</p><p>　　隨著社會政治、經濟、技術、人口的迅速發(fā)展，信息交流日

38、益頻繁，農村的生活特征不再是孤立的，它也缺少不了與外部世界的聯(lián)系。人們發(fā)現(xiàn)，在回答人的目的及意義這類根本性問題時，單單立足于社區(qū)內部是不全面的，還需要人們放眼世界。保持與其他文化的接觸與交流，尊重別人的文化，開展多種文化教育是基礎。</p><p>　　各種移民落戶農村，要求農村重視通過多種文化教育，建立積極的關系。</p><p>　　從美國建國之初，就有眾多不同民族、不同宗教教育背景的

39、移民在美國的農村安家落戶、生息繁衍，正是他們作出了巨大的貢獻，農村社區(qū)才得以獲得今天的繁榮。因而，美國農村本身一直存在著多種文化相互交流的傳統(tǒng)。今天，移民美國的人數(shù)仍然在快速增長，有不少人也會將家安在農村，這樣就增加了美國農村文化的多樣性，它促進了不同文化背景的個人和群體之間的交流。如果這種交流建筑在比較成熟的理解和尊重他人文化的基礎之上的話，它會產生積極的作用，因此，需要在不同人群之間建立積極的關系，開展多種文化教育。</p&g

40、t;<p>　　美國化教育影響著青少年正確的世界觀念和文化理解的觀念形成，需要通過多種文化教育加以調適。</p><p>　　美國的學校教育在把外來移民的子女投入美國這一熔爐，使之成為地地道道的美國人方面具有成效，但是，客觀地講，這種所謂美國化的教育業(yè)存在著缺乏文化多樣性理解的隱患。</p><p>　　首先，超級大國的霸主地位意識影響著美國多種文化教育的開展。美國在處理國際

41、事務時，常常憑借其超級大國的地位表現(xiàn)出傲慢的態(tài)度。以美國人的眼光來看待這個世界，以美國人的標準來管理世界成為一種理所當然的事情。這種思維定勢也為教育所習染。因而，在教育學生如何看待自身環(huán)境以外的文化方面并沒有前進多少，反而增添了美國青少年文化觀念上的自以為是，引起其他民族和持不同宗教的人的反感。</p><p>　　其次，美國社會內部民族地位的不平等，也影響對文化多樣性的理解。在美國的社會結構中，處于上層和主流地

42、位的都是歐洲移民的后代，白人無論在政府機構、經濟貿易，還是在社會就業(yè)、教育權力等諸多方面總占有優(yōu)勢，而像亞裔、西裔、非洲、拉丁美洲等移民往往處于較為不利的地位。在教育方面，表現(xiàn)為大多數(shù)學校的教育理念、學校管理、課程與教學、校園活動與節(jié)慶等都是圍繞著白人的思維觀念、價值規(guī)范、行為方式開展的，而其他民族文化的知識和理念卻很少在課堂中出現(xiàn)。白人的價值觀念作為衡量事物的評判標準貫穿于整個學校的顯性或隱形的環(huán)境之中，而這些環(huán)境對其他民族的風俗習慣

43、、文化傳統(tǒng)很少加以認識理解和尊重，有時采取的甚至是輕率的態(tài)度。這種教育一方面會使白人學生越來越高估自己以及群體的長處，而對其他人懷有偏見；另一方面有可能增加非白人的亞洲、非洲、拉丁美洲等移民后裔的學生的自卑心理，也潛藏著可能被激化的緊張關系。</p><p>　　二、美國農村學校多種文化教育的主要措施</p><p>　　目前，在美國農村學校開展的多種文化教育主要有以下幾個方面：</

44、p><p>　　1、改變教育觀念，更新教育內容。開展多種文化教育，首先要在教師的教育觀念上進行改革。它強調教師角色之于減少學生思想偏見的重要作用，要求教師改變過去那種習慣于過多地考慮白人的想法，將西方的思維方式視為正統(tǒng)，而忽視少數(shù)民族學生的人數(shù)在學校中日益上升的現(xiàn)實，很少提及非西方文化知識的做法。它要求教師必須重新認識文化的多樣性，在教育過程中，無論學生是白人，還是其他族人，都要給予一樣的熱情，為學生理解和尊重多種文

45、化創(chuàng)造一個開放的環(huán)境，使學生能用一種更為嚴謹?shù)膽B(tài)度審視其自身的文化和其他文化之間的相似與差異，認識多種文化的價值。</p><p>　　在課程方面采取的措施有：加強選擇有關人們之間相互關系、多種文化的新內容以取代過去缺乏文化多樣性理解的材料；增加有關各個民族傳統(tǒng)、習慣、歷史等方面的教學時間，把其他民族的重大節(jié)慶列入班級教育的日程中，讓更多的學生理解自己民族文化以外的知識；重視體育、音樂、美術、戲劇課的作用，學生既

46、可以通過體育活動加強不同文化背景學生的協(xié)作和團隊精神，也可以在欣賞瑰麗多彩的藝術的同時，了解其他民族豐富多彩的文化。</p><p>　　加強學校與社區(qū)的聯(lián)系 </p><p>　　家庭背景與態(tài)度也影響著多種文化教育的開展。學校重視在社區(qū)、家庭之間建立良好的關系，一方面充分利用社區(qū)中的人才、物質、文化的資源，一方面運用教育手段影響整個社區(qū)的成員，創(chuàng)造良好的氛圍，促進多種文化教育的成功開展。

47、這些舉措包括：（1）讓學生家長共同參與多種文化教育教學計劃的制定，仔細聽取他們的意見和建議，并及時調整教育策略；（2）及時通報有關多種文化教育的信息，讓學生家長知曉教育的進程和目標；（3）邀請家長參加學生的文化活動或在附近短途的旅行；（4）學校對家庭中進行的文化多樣性事宜進行指導等等。</p><p>　　提倡合作學習，加深彼此理解</p><p>　　約翰斯.霍布金斯大學的司萊文及其領導

48、的學校社會組織中心研究表明，不同水平的學生構成小組，一起為完成一個共同的目標展開合作，將對學生之間建立良好的人際關系與學業(yè)成就帶來正面的積極的效果。這一研究結果在美國農村進行多種文化教育的時候也常常運用。來自不同文化背景的學生，在一起學習、一起玩的同時，擺脫了日常的思維和行為的定勢，通過對小伙伴的了解，來感知其他文化的風俗習慣、行為方式等，并采取了寬容、理解、尊重的態(tài)度，而非偏見與傲慢。</p><p>　　充分

49、發(fā)揮少數(shù)民族教師與國際交流學生的作用</p><p>　　最近，有一個稱為為美國而教育的計劃，要求學校之間保持親密的聯(lián)系，以保證不同文化背景的教師到農村學校作訪問教學，有些時候這些臨時進行訪問教學的教師可能長期地留在該校進行多種文化背景的教育。有的農村社區(qū)也在積極的招聘不同文化的教師讓他們在不同的學校輪流進行教學。由于各個方面的原因，既無法邀請到教師進行短期的訪問教學，也無法招聘到教師的時候，農村學校中的白人教師

50、則作為訪問教師參與多民族構成的學校的教育教學，或者參與有關促進文化多樣性的活動。在美國，人們也經常邀請國際交流的學生到農村社區(qū)，給大家介紹本國的文化。這也成為有效推進多種文化教育的措施之一。現(xiàn)在，交流學生日漸成為社區(qū)內受歡迎的成員，并積極參與社區(qū)的多種文化的教育。</p><p><b>　　啟示</b></p><p>　　教學生懂得人類的多樣性，教他們認識地球上所

51、有人之間具有相似性又是相互依存的，教學生學會與自己不同的人一起生活，這是教育的使命。</p><p>　　重視多種文化教育的開展，要求人們以正確的態(tài)度了解自己文化的優(yōu)點與缺陷，認識和理解別人文化的優(yōu)勢以及其局限性。在熱愛自己的文化的同時，尊重別人的文化，吸取精華、剔除糟粕，為創(chuàng)造新的相互融合的人類文化而奮斗，這是教育者重要的歷史責任。</p><p><b>　　參考文獻：<

52、;/b></p><p>　　olive,jenny Penney ;How ley,craig charting new maps ;</p><p>　　cultural education in Rural schools ERIC Digest ED3481901 Aug 92.</p><p>　　2.Ballantine ,Jeanne H