摘 要:随着人类社会知识经济的发展和科技进步,教育在社会发展中的巨大作用和无限潜力,使许多国家与地区都关注并致力于基础教育课程改革。20世纪以来,我国基础教育事业迅速发展,课程改革在理论研究与教学实践环节全面展开,在优化教学中起到了有力的推动作用。然而,国内少数民族中小学校的汉语文课程改革明显滞后于其他课程。蒙汉双语教学的初中汉语文教材所存在的问题已经严重影响到汉语教学的质量和水平。现行教材未能充分关注当代蒙古族中学生的心智特点与发展水平,其内容和结构未能从学生汉语言语能力的实际出发,以至于在初中这一关键的学段,不同程度地挫伤了一些少数民族中学生学习汉语的积极性,影响了他们汉语能力的发展,尤其不利于学生创新思维的培养。多年以来,少数民族汉语教材的改革都未能受到充分的关注。
2000年10月全国人大常务委员会第十八次会议通过的《中华人民共和国国家通用语言文字法》、2005年5月国务院颁布的《国务院实施〈中华人民共和国民族区域自治法〉若干规定》,对少数民族汉语教学都作出了明确的规定。这些法规和文件,为蒙汉双语教学的初中汉语文教材的改革与建设提供了保障和依据,我们应该依据国家相关法律法规,立足于蒙古族初中汉语文教学的实际,借鉴基础教育改革的成功经验,深入研究民族教育、蒙汉双语教学、汉语第二语言学习、汉语汉字的规范等诸多领域的基本理论,在此基础上,针对蒙汉双语教学初中汉语文教材存在的问题,大力开发民族汉语教学的资源和潜力,对初中汉语文教材进行理论重构。初中汉语文教材的重构理论,强调民族汉语文教材的内容要有创新性、前瞻性和跨越性,提出三级弹性教学机制,教材结构由文体主导转变为能力级别的分层递进,将确定的主题内容与教师学生自选内容相结合。在教材中充分关注和落实大纲中“加强语言实践”、“促进民族学生现代汉语实际运用能力的形成和发展”的要求,实现由讲读中心向言语实践中心的转变。强调新编教材内容应主题积极,同时更要具备创新性、文学性、科学性和人文性等特质,给民族汉语文学习中的教师和学生以“乐教”、“乐学”的支点,并为师生提供进一步充实和发展的广阔空间。
通过对蒙古族初中汉语文教材的理论重构,期望能够推动教材改革的深入,加强文汉语教学的建设和研究,促进双语教学质量的提高,为蒙汉双语教学的开拓创新找到一个突破口。
关键词:国内汉语第二语言教学,蒙汉双语教学,汉语文, 初中汉语文教材
ABSTRACT :With the development of human society and the progress of science, education plays an important role and has unlimited potential strength in this development .So it draws many countries attention and they resort to Basic Education’s reform. The reform promotes the optimum education. But, in our country, the reform of Chinese course in national minority’s school falls behind to other courses obviously. The problems in the Chinese textbooks on Mongolian-Chinese bilingual teaching have influenced the Chinese teaching’s quality and level. The current textbooks don’t take attention to the characteristic and development in psychology and intelligence of contemporary Mongolian nationality youth. The content and structure don’t consider the practical ability of language. In this critical phase, this leads to bruise the enthusiasm of some national minority’s students in studying Chinese, influence their the development of ability in Chinese, especially be bad to the training of creative thought. Many years, the reform of Chinese textbook in national minority’ teaching don’t be concerned.
In October, 2000, “National General Language and Character Law of People’s Republic of China” was adopted in the standing committee’s eighteenth meeting of National People’s Congress. In May, 2005, State Council issued “Regulation on State Council Implements the National area’s Autonomous Law”. These two regulations give explicit regulations on national minority’s Chinese teaching, provide guarantee and according to the reform and construction of the Junior Middle school’s Chinese textbook in Mongolian-Chinese bilingual teaching. We should accord to national law and regulation, base on the practical situation of the Mongolian Junior Middle School’s Chinese teaching and adopt to the successful experience in basic education reform, deeply research national education, Mongolian-Chinese bilingual teaching, the second language teaching of Chinese, Chinese character’s standardization and theories in other fields.
In this foundation, we counter the problems in the Junior Middle school’s Chinese context book of Mongolian-Chinese bilingual teaching, exploit the resource and potential strengthen in national education, and reconstruct the theory of the Junior Middle school’s context. The theory of reconstruction in Junior Middle School’s Chinese context, emphasize creation, foresight and span, promote three-level elasticity teaching mechanism. The structure of context transform from domination of literary style to gradual advance of ability grade, put main content and the choice of teachers and students together. The context pay full attention to the requires and put them in practice: “strengthen language practice”, “promote the ability to form and develop in practical use in Chinese”, realize the transform from the central of explanation and real to the central of language practice. Emphasize that the content of the new context must be active, have creation, literature, science, humanities and so on, give a fulcrum of “be willing to teach” and “be willing to learn” to teachers and students in Chinese study and provide a wide space to teachers and students to enrich and develop themselves.
Through the theory reconstruction of the Mongolian Junior Middle school’s Chinese context, we hope that we can promote the deep development of context reform, strengthen the construction and research of the Chinese teaching, stimulate the heighten of the educational quality and find a gap to the creation of the Mongolian-Chinese bilingual teaching.
KEY WORDS: The second language teaching in domestic,
Mongolian-Chinese bilingual teaching, Chinese, Chinese textbook of Junior Middle school
引 言
随着人类社会的发展和科技进步,教育在社会生产力发展中的巨大作用和无限潜力,使许多国家与地区都关注并致力于基础教育课程改革——日本每隔十年就更新一次国家基础教育课程(课程自主更新的机制),1999年3月刚刚完成新课程改革;英国1999年颁布新的国家课程标准,提出精神、道德、社会、文化四个方面的发展目标;美国在《2000年教育战略》中强调:美国学生在4、8、12年级毕业时能在英语、数学、自然科学、历史与地理学科内容方面应付挑战。布什政府最近强调:不让一个孩子落伍!台湾地区2000年颁布九年一贯制基础教育课程标准,提出学生发展的十大能力。综合考察近年来的课程与教学改革,其基本走向为:关注学生终身发展,注重国际理解教育和多元文化教育,强调综合实践能力的发展,加强课程、教学与生活、社会的联系,倡导学习方式多元,课程自主更新与学校文化的重建。