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少数民族学生学习过程中所遇到的困难是主流社会、城市里的人难以想象的二十多年前,我承担了一个关于藏族小学生双语学习研究的项目。这个项目中有一项工作是了解藏族学生在语法结构由主动句转换为被动句时,对句子语义的理解。比如,给学生呈现类似句子:“小张把小李的钢笔弄坏了”(主动句)、“小李的钢笔被小张弄坏了”(被动句)。然后问学生:“谁把谁的钢笔弄坏了?两个句子的意思有没有不同?”我们编制了很多类似的测试题,然后去了甘南藏族自治州一个纯牧区的藏族小学,对藏族小学生进行测试。测试过程有当地学校
The difficulties encountered by ethnic minority students in the learning process are unimaginable in the mainstream society and in the cities. Twenty years ago, I undertook a project on bilingual study of Tibetan pupils. One of the projects in this project is to understand the understanding of sentence semantics of Tibetan students as they switch from active sentences to passive sentences in grammatical structures. For example, a similar sentence is presented to students: “Xiao Zhang broke Li’s pen” (active sentence), “Li’s pen was shattered by Zhang” (passive sentence). Then ask the students: “Who’s pen broke? There is no difference between the meaning of the two sentences?” We compiled a lot of similar test questions, and then went to Gannan Tibetan Autonomous Prefecture of a pure pastoral Tibetan primary school, Tibetan Pupils to test. The test process has local schools