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随迁子女的文化回应式课程与教学:多元文化教育理论的透镜

王涛

王涛. 随迁子女的文化回应式课程与教学:多元文化教育理论的透镜[J]. 华东师范大学学报(教育科学版), 2018, 36(5): 104-113+169. doi: 10.16382/j.cnki.1000-5560.2018.05.010
引用本文: 王涛. 随迁子女的文化回应式课程与教学:多元文化教育理论的透镜[J]. 华东师范大学学报(教育科学版), 2018, 36(5): 104-113+169. doi: 10.16382/j.cnki.1000-5560.2018.05.010
WANG Tao. Culturally Responsive Curriculum and Pedagogy for Rural Migrant Students: A Perspective of Multicultural Education[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(5): 104-113+169. doi: 10.16382/j.cnki.1000-5560.2018.05.010
Citation: WANG Tao. Culturally Responsive Curriculum and Pedagogy for Rural Migrant Students: A Perspective of Multicultural Education[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(5): 104-113+169. doi: 10.16382/j.cnki.1000-5560.2018.05.010

随迁子女的文化回应式课程与教学:多元文化教育理论的透镜

doi: 10.16382/j.cnki.1000-5560.2018.05.010
基金项目: 

中国博士后科学基金第11批特别资助项目"中国大中型城市穆斯林流动儿童的文化适应研究" 2018T110362

中国博士后科学基金第61批面上资助项目"上海市随迁子女的教学适应性分析与改进" 2017M611483

  • 根据人口普查定义,本文所指的流动人口是指居住地与户口登记地所在的乡镇街道不一致且离开户口登记地半年以上,不包括市辖区内人户分离的人口。

Culturally Responsive Curriculum and Pedagogy for Rural Migrant Students: A Perspective of Multicultural Education

  • 摘要: 高速的城镇化进程带来了"人类历史上最大规模的人口流动"。怎样帮助随迁子女更好地适应我们的课程,学校和教师怎样根据非户籍学生的社会文化背景对课程与教学进行调整和改进,让他们享有公平的学习机会与成果,是学校教育必须要回答和解决的问题。通过多元文化教育理论的透镜,本研究的主要目的是分析和理解现行课程的文化适切性问题。本研究要回答的问题是:1.我国城乡差异的文化属性是什么?人和社会在城市化进程中受哪些文化因素影响?城市化进程中随迁子女会面临怎样的文化差异及文化适应?2.在课程与教学层面,如何应对随迁子女的文化差异和文化适应?通过分析以往文献、研究和教学案例,本文初步阐述了城乡差异的文化属性并对随迁子女的文化回应式课程和教学作了相应的介绍和解释。
    1)  根据人口普查定义,本文所指的流动人口是指居住地与户口登记地所在的乡镇街道不一致且离开户口登记地半年以上,不包括市辖区内人户分离的人口。
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