美國(guó)農(nóng)村學(xué)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(guó)農(nóng)村學(xué)校的多種文化教育</p><p>　　一 、美國(guó)農(nóng)村學(xué)校重視開(kāi)展多種文化教育的原因&

37、lt;/p><p>　　根據(jù)美國(guó)全國(guó)師范教育鑒定委員會(huì)的定義，多種文化教育是為了學(xué)生未來(lái)可能經(jīng)歷的文化多樣性與人類(lèi)復(fù)雜性等社會(huì)、政治、經(jīng)濟(jì)現(xiàn)實(shí)問(wèn)題作準(zhǔn)備，培養(yǎng)和發(fā)展學(xué)生的觀察、評(píng)價(jià)，并在不同文化環(huán)境下表現(xiàn)為相應(yīng)行為能力的教育。</p><p>　　農(nóng)村生活特征的改變，要求農(nóng)村教育職責(zé)也相應(yīng)的改變。</p><p>　　隨著社會(huì)政治、經(jīng)濟(jì)、技術(shù)、人口的迅速發(fā)展，信息交流日

38、益頻繁，農(nóng)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(lèi)根本性問(wèn)題時(shí)，單單立足于社區(qū)內(nèi)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(kāi)展多種文化教育是基礎(chǔ)。</p><p>　　各種移民落戶(hù)農(nóng)村，要求農(nóng)村重視通過(guò)多種文化教育，建立積極的關(guān)系。</p><p>　　從美國(guó)建國(guó)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(guó)的農(nóng)村安家落戶(hù)、生息繁衍，正是他們作出了巨大的貢獻(xiàn)，農(nóng)村社區(qū)才得以獲得今天的繁榮。因而，美國(guó)農(nóng)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(guó)的人數(shù)仍然在快速增長(zhǎng)，有不少人也會(huì)將家安在農(nóng)村，這樣就增加了美國(guó)農(nóng)村文化的多樣性，它促進(jìn)了不同文化背景的個(gè)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(chǔ)之上的話，它會(huì)產(chǎn)生積極的作用，因此，需要在不同人群之間建立積極的關(guān)系，開(kāi)展多種文化教育。</p&g

40、t;<p>　　美國(guó)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(guò)多種文化教育加以調(diào)適。</p><p>　　美國(guó)的學(xué)校教育在把外來(lái)移民的子女投入美國(guó)這一熔爐，使之成為地地道道的美國(guó)人方面具有成效，但是，客觀地講，這種所謂美國(guó)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(jí)大國(guó)的霸主地位意識(shí)影響著美國(guó)多種文化教育的開(kāi)展。美國(guó)在處理國(guó)際

41、事務(wù)時(shí)，常常憑借其超級(jí)大國(guó)的地位表現(xiàn)出傲慢的態(tài)度。以美國(guó)人的眼光來(lái)看待這個(gè)世界，以美國(guó)人的標(biāo)準(zhǔn)來(lái)管理世界成為一種理所當(dāng)然的事情。這種思維定勢(shì)也為教育所習(xí)染。因而，在教育學(xué)生如何看待自身環(huán)境以外的文化方面并沒(méi)有前進(jìn)多少，反而增添了美國(guó)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(guó)社會(huì)內(nèi)部民族地位的不平等，也影響對(duì)文化多樣性的理解。在美國(guó)的社會(huì)結(jié)構(gòu)中，處于上層和主流地

42、位的都是歐洲移民的后代，白人無(wú)論在政府機(jī)構(gòu)、經(jīng)濟(jì)貿(mào)易，還是在社會(huì)就業(yè)、教育權(quán)力等諸多方面總占有優(yōu)勢(shì)，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(xué)校的教育理念、學(xué)校管理、課程與教學(xué)、校園活動(dòng)與節(jié)慶等都是圍繞著白人的思維觀念、價(jià)值規(guī)范、行為方式開(kāi)展的，而其他民族文化的知識(shí)和理念卻很少在課堂中出現(xiàn)。白人的價(jià)值觀念作為衡量事物的評(píng)判標(biāo)準(zhǔn)貫穿于整個(gè)學(xué)校的顯性或隱形的環(huán)境之中，而這些環(huán)境對(duì)其他民族的風(fēng)俗習(xí)慣

43、、文化傳統(tǒng)很少加以認(rèn)識(shí)理解和尊重，有時(shí)采取的甚至是輕率的態(tài)度。這種教育一方面會(huì)使白人學(xué)生越來(lái)越高估自己以及群體的長(zhǎng)處，而對(duì)其他人懷有偏見(jiàn)；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(xué)生的自卑心理，也潛藏著可能被激化的緊張關(guān)系。</p><p>　　二、美國(guó)農(nóng)村學(xué)校多種文化教育的主要措施</p><p>　　目前，在美國(guó)農(nóng)村學(xué)校開(kāi)展的多種文化教育主要有以下幾個(gè)方面：</

44、p><p>　　1、改變教育觀念，更新教育內(nèi)容。開(kāi)展多種文化教育，首先要在教師的教育觀念上進(jìn)行改革。它強(qiáng)調(diào)教師角色之于減少學(xué)生思想偏見(jiàn)的重要作用，要求教師改變過(guò)去那種習(xí)慣于過(guò)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(xué)生的人數(shù)在學(xué)校中日益上升的現(xiàn)實(shí)，很少提及非西方文化知識(shí)的做法。它要求教師必須重新認(rèn)識(shí)文化的多樣性，在教育過(guò)程中，無(wú)論學(xué)生是白人，還是其他族人，都要給予一樣的熱情，為學(xué)生理解和尊重多種文

45、化創(chuàng)造一個(gè)開(kāi)放的環(huán)境，使學(xué)生能用一種更為嚴(yán)謹(jǐn)?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(rèn)識(shí)多種文化的價(jià)值。</p><p>　　在課程方面采取的措施有：加強(qiáng)選擇有關(guān)人們之間相互關(guān)系、多種文化的新內(nèi)容以取代過(guò)去缺乏文化多樣性理解的材料；增加有關(guān)各個(gè)民族傳統(tǒng)、習(xí)慣、歷史等方面的教學(xué)時(shí)間，把其他民族的重大節(jié)慶列入班級(jí)教育的日程中，讓更多的學(xué)生理解自己民族文化以外的知識(shí)；重視體育、音樂(lè)、美術(shù)、戲劇課的作用，學(xué)生既

46、可以通過(guò)體育活動(dòng)加強(qiáng)不同文化背景學(xué)生的協(xié)作和團(tuán)隊(duì)精神，也可以在欣賞瑰麗多彩的藝術(shù)的同時(shí)，了解其他民族豐富多彩的文化。</p><p>　　加強(qiáng)學(xué)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(kāi)展。學(xué)校重視在社區(qū)、家庭之間建立良好的關(guān)系，一方面充分利用社區(qū)中的人才、物質(zhì)、文化的資源，一方面運(yùn)用教育手段影響整個(gè)社區(qū)的成員，創(chuàng)造良好的氛圍，促進(jìn)多種文化教育的成功開(kāi)展。

47、這些舉措包括：（1）讓學(xué)生家長(zhǎng)共同參與多種文化教育教學(xué)計(jì)劃的制定，仔細(xì)聽(tīng)取他們的意見(jiàn)和建議，并及時(shí)調(diào)整教育策略；（2）及時(shí)通報(bào)有關(guān)多種文化教育的信息，讓學(xué)生家長(zhǎng)知曉教育的進(jìn)程和目標(biāo)；（3）邀請(qǐng)家長(zhǎng)參加學(xué)生的文化活動(dòng)或在附近短途的旅行；（4）學(xué)校對(duì)家庭中進(jìn)行的文化多樣性事宜進(jìn)行指導(dǎo)等等。</p><p>　　提倡合作學(xué)習(xí)，加深彼此理解</p><p>　　約翰斯.霍布金斯大學(xué)的司萊文及其領(lǐng)導(dǎo)

48、的學(xué)校社會(huì)組織中心研究表明，不同水平的學(xué)生構(gòu)成小組，一起為完成一個(gè)共同的目標(biāo)展開(kāi)合作，將對(duì)學(xué)生之間建立良好的人際關(guān)系與學(xué)業(yè)成就帶來(lái)正面的積極的效果。這一研究結(jié)果在美國(guó)農(nóng)村進(jìn)行多種文化教育的時(shí)候也常常運(yùn)用。來(lái)自不同文化背景的學(xué)生，在一起學(xué)習(xí)、一起玩的同時(shí)，擺脫了日常的思維和行為的定勢(shì)，通過(guò)對(duì)小伙伴的了解，來(lái)感知其他文化的風(fēng)俗習(xí)慣、行為方式等，并采取了寬容、理解、尊重的態(tài)度，而非偏見(jiàn)與傲慢。</p><p>　　充分

49、發(fā)揮少數(shù)民族教師與國(guó)際交流學(xué)生的作用</p><p>　　最近，有一個(gè)稱(chēng)為為美國(guó)而教育的計(jì)劃，要求學(xué)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(nóng)村學(xué)校作訪問(wèn)教學(xué)，有些時(shí)候這些臨時(shí)進(jìn)行訪問(wèn)教學(xué)的教師可能長(zhǎng)期地留在該校進(jìn)行多種文化背景的教育。有的農(nóng)村社區(qū)也在積極的招聘不同文化的教師讓他們?cè)诓煌膶W(xué)校輪流進(jìn)行教學(xué)。由于各個(gè)方面的原因，既無(wú)法邀請(qǐng)到教師進(jìn)行短期的訪問(wèn)教學(xué)，也無(wú)法招聘到教師的時(shí)候，農(nóng)村學(xué)校中的白人教師

50、則作為訪問(wèn)教師參與多民族構(gòu)成的學(xué)校的教育教學(xué)，或者參與有關(guān)促進(jìn)文化多樣性的活動(dòng)。在美國(guó)，人們也經(jīng)常邀請(qǐng)國(guó)際交流的學(xué)生到農(nóng)村社區(qū)，給大家介紹本國(guó)的文化。這也成為有效推進(jìn)多種文化教育的措施之一?，F(xiàn)在，交流學(xué)生日漸成為社區(qū)內(nèi)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(xué)生懂得人類(lèi)的多樣性，教他們認(rèn)識(shí)地球上所

51、有人之間具有相似性又是相互依存的，教學(xué)生學(xué)會(huì)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(kāi)展，要求人們以正確的態(tài)度了解自己文化的優(yōu)點(diǎn)與缺陷，認(rèn)識(shí)和理解別人文化的優(yōu)勢(shì)以及其局限性。在熱愛(ài)自己的文化的同時(shí)，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(lèi)文化而奮斗，這是教育者重要的歷史責(zé)任。</p><p><b>　　參考文獻(xiàn)：<

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