论文部分内容阅读
人才流动机制提升了边疆民族地区学校教育的师资力量,促进了当地教育事业的发展。但边疆少数民族地区的区域文化、历史传统、民风民俗等的独特性,使非本土的新教师在入职适应过程中出现少数民族文化适应困难。挖掘新教师入职过程中的少数民族文化适应问题并分析其成因,探索积极孕育多元民族文化认同感、多渠道的主动适应并理性弘扬少数民族文化等适应路径,将有利于缩短新教师入职适应的周期,促进教师专业化发展。
The flow mechanism of talents promoted the teachers’ ability of school education in border ethnic areas and promoted the development of local education. However, the uniqueness of the regional cultures, historical traditions and folk customs in border areas of ethnic minorities make it difficult for the non-native new teachers to adapt to the culture of ethnic minorities in the process of induction. It is helpful to shorten the induction of new teachers when they explore the cultural adaptation of ethnic minorities during their entry into the new faculty and analyze their causes, and explore ways to actively cultivate a diverse ethnic culture identity, take the initiative to adapt to multiple channels and rationally carry forward the cultural adaptation of ethnic minorities Cycle, promote teacher professional development.