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从民族文化、地域文化、阶层文化、年龄文化、性别文化、同伴群体文化入手,对小学语文教学的内容和实施状况进行了研究分析。通过内容分析得知,多元文化在义务教育课程标准中要求不够明确;教材对多元文化呈现方式单一。通过对内蒙古某城市的6所小学、12位教师以及12名学生进行调查,得知:教师对多元文化理解观点不一,各持己见;教师在语文教学中,对多元文化元素的传递主要采用讲授法、问答法;在多元文化主题的重视方面,民族文化受到了教师的重视,地域文化引起了学生的注意力;目前教师主要通过观察来检验学生的反映,没有统一量化的评价手段检验教学效果。
Starting from the national culture, the regional culture, the stratum culture, the age culture, the gender culture and the peer group culture, the content and the implementation of the Chinese teaching in the primary school are studied and analyzed. Through content analysis, it is found that multiculturalism is not clear enough in the standards of compulsory education curricula; teaching material presents a single way to multiculturalism. Through the investigation of 6 primary schools, 12 teachers and 12 students in a city in Inner Mongolia, we can see that teachers have different views on multicultural understanding and hold their own views on each other. Teachers mainly use multicultural elements in their language teaching Teaching method and question answering method. In the aspect of the multi-culture theme, the national culture has received the attention of the teachers and the regional culture has aroused the attention of the students. At present, the teachers mainly test the students’ reflection through observation, and there is no uniform and quantitative evaluation means test teaching effect.