本文選題：中職學(xué)校　切入點(diǎn)：漢語(yǔ)教學(xué)　出處：《河北師范大學(xué)》2012年碩士論文

【摘要】：進(jìn)入21世紀(jì)，人類社會(huì)邁入信息時(shí)代，隨著經(jīng)濟(jì)全球化、政治多極化、網(wǎng)絡(luò)信息化和文化多元化趨勢(shì)的迅猛發(fā)展，我國(guó)的職業(yè)教育邁入了新的發(fā)展時(shí)期，面臨著許多新的挑戰(zhàn)。當(dāng)前我國(guó)職業(yè)教育的課程建設(shè)處在轉(zhuǎn)變模式，與時(shí)俱進(jìn)、建立特色的關(guān)鍵階段，要適應(yīng)社會(huì)的發(fā)展只有徹底進(jìn)行改革。伊犁州是一個(gè)哈薩克、漢、維吾爾、錫伯、蒙古、柯?tīng)柨俗蔚榷嗝褡寰劬拥牡貐^(qū)，這種特殊的地域特征造就了特殊的文化底蘊(yùn)。不同的民族有各自優(yōu)秀的文化和民族精神。這應(yīng)當(dāng)成為伊犁地區(qū)職業(yè)教育校本課程開(kāi)發(fā)的良好空間。讓每個(gè)少數(shù)民族的傳統(tǒng)文化都能在伊犁大放異彩，讓更多的人了解、熟悉并參與其中，不斷挖掘不同少數(shù)民族的傳統(tǒng)的文化內(nèi)涵，才能讓各民族的文化得到集中的展現(xiàn)與交流。但點(diǎn)多、分散、規(guī)模小是少數(shù)民族教育的特點(diǎn)。尤其是改革開(kāi)放以來(lái)，少數(shù)民族教育教學(xué)質(zhì)量穩(wěn)步上升，教育取得了長(zhǎng)足發(fā)展，但與漢族教育相比，少數(shù)民族教育質(zhì)量仍然存在著一定的差距。導(dǎo)致這種差距的根本原因是語(yǔ)言障礙。因而穩(wěn)步推進(jìn)雙語(yǔ)教學(xué)既是國(guó)家為快速發(fā)展少數(shù)民族教育、提高少數(shù)民族教育教學(xué)質(zhì)量的重要舉措，也是各少數(shù)民族實(shí)現(xiàn)自身發(fā)展的選擇。據(jù)中央新疆工作座談會(huì)精神，應(yīng)“積極、穩(wěn)妥、有序推進(jìn)雙語(yǔ)教學(xué)，繼續(xù)做好學(xué)校的布局結(jié)構(gòu)調(diào)整，合理配置教育資源，形成辦學(xué)效益最大化，使更多各族學(xué)生受益�！彪p語(yǔ)教學(xué)已成為伊犁少數(shù)民族地區(qū)培養(yǎng)“民漢兼通”人才的重要舉措。伊犁地區(qū)的職業(yè)教育課程改革一方面必須緊跟全國(guó)職業(yè)課程改革的步伐，認(rèn)真推行實(shí)施國(guó)家課程，同時(shí)必須充分考慮區(qū)域性、民族性等地方特色，努力使教育教學(xué)內(nèi)容適應(yīng)地方對(duì)人才的需求、適應(yīng)學(xué)校發(fā)展和學(xué)生成長(zhǎng)的需要。由于伊犁職業(yè)中專的特殊性，合理進(jìn)行校本課程開(kāi)發(fā)對(duì)學(xué)校發(fā)展有良好的促進(jìn)作用。因此，圍繞伊犁職業(yè)中�！皾h語(yǔ)”教學(xué)校本課程開(kāi)發(fā)問(wèn)題，，通過(guò)大量的深入考察、測(cè)試、訪談、個(gè)案分析，進(jìn)行系統(tǒng)研究，以獲得解決問(wèn)題的辦法，對(duì)于推動(dòng)伊犁職業(yè)中專課程改革的順利進(jìn)展，為伊犁中職學(xué)校校本課程開(kāi)發(fā)提供理論和實(shí)踐指導(dǎo)，具有重要意義。
[Abstract]:In the 21st century, human society has entered the information age. With the rapid development of economic globalization, political multi-polarization, network informatization and cultural pluralism, vocational education in China has entered a new development period and is facing many new challenges.At present, the curriculum construction of vocational education in our country is in the key stage of changing the mode, keeping pace with the times and establishing the characteristics. The only way to adapt to the development of the society is to reform thoroughly.Yili Prefecture is a multi-ethnic region inhabited by Kazakh, Han, Uygur, Sibo, Mongolian, Kirgiz, etc.Different nationalities have their own excellent culture and national spirit.This should be a good space for the development of school-based curriculum of vocational education in Yili area.So that the traditional culture of each minority can shine brilliantly in Yili, let more people understand, familiar with and participate in it, and constantly excavate the traditional cultural connotations of different ethnic groups, so that the culture of all nationalities can be concentrated on display and exchange.However, many points, scattered, small scale is the characteristics of minority education.Especially since the reform and opening up, the teaching quality of minority education has risen steadily, and the education has made great progress, but compared with the education of Han nationality, there is still a certain gap in the quality of minority education.The root cause of this gap is the language barrier.Therefore, it is not only an important measure for the country to develop minority education and improve the teaching quality of minority education, but also a choice for each minority nationality to realize its own development.According to the spirit of the Central Xinjiang work Symposium, it is necessary to "actively, steadily, and orderly promote bilingual teaching, continue to do a good job in adjusting the layout structure of schools, rationally allocate educational resources, and maximize the efficiency of running schools, so as to benefit more students of all nationalities."Bilingual teaching has become an important measure to train both Chinese and Chinese talents in the minority areas of Yili.On the one hand, the reform of vocational education curriculum in Yili area must closely follow the pace of the national vocational curriculum reform and conscientiously implement the national curriculum, at the same time, it must give full consideration to the regional, national and other local characteristics.The content of education and teaching should be adapted to the local demand for talents and to the development of schools and the growth of students.Due to the particularity of Ili vocational secondary school, the reasonable development of school-based curriculum has a good promoting effect on the development of the school.Therefore, focusing on the school-based curriculum development of "Chinese" teaching in vocational secondary schools of Yili, through a large number of in-depth investigation, testing, interviews, case analysis, systematic research, in order to obtain a solution to the problem,It is of great significance to promote the smooth progress of curriculum reform in vocational secondary schools in Yili and to provide theoretical and practical guidance for the development of school-based curriculum in secondary vocational schools in Yili.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H193

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