不同民族文化背景下師生課堂互動的比較研究：以西北地區部分漢族、藏族、回族、維吾爾族課堂教學狀況為例

對西北地區部分漢族、藏族、回族、維吾爾族師生課堂互動的調查研究發現，不同民族文化影響下的師生互動行為存在較明顯的差異，師生課堂互動各有特點。學生視角中的師生互動、課堂環境、學習動機方面，各民族均有明顯差異，表明課堂教學中確實存在民族心理與行為特點方面的影響因素；教師視角中的師生互動、教師效能、專業承諾、專業發展方面，各民族均有明顯差異，表明不同民族文化背景下的教師課堂互動的理念與方法各不相同。民族地區課堂教學中強調現代教學的共性較多，關注文化差異性較少，這是導致民族地區課堂教學質量不高的一個重要原因。民族地區課堂教學的改革要充分考慮各民族文化的特點、師生的心理與行為方式特點，並以此作為提升其教學質量的一大基礎。
Through the survey of classroom teacher-student interaction of Han, Tibetan, Hui, and Uighur in northwest region of China, it is found out that there are significant differences in teacher-student interaction in various ethnic groups, and the interaction in teacher-student classroom has its own characteristics. From the perspective of students, there are significant differences in various ethnic groups in teacher-student interaction, classroom environment and learning motivation, which indicates that there really exists the factors like national psychology and behavior characteristics in classroom teaching; from the perspective of teachers, there are significant differences in various ethnic groups in teacher-student interaction, teacher effectiveness, professional commitment and professional development, which indicates that there are some differences in the ideas and methods in teacher classroom interaction in different ethnic groups. In classroom teaching in multi-ethnic regions, more common ideas of modern teaching are paid attention to, while less cultural differences are concerned, which is the main reason for the low quality of classroom teaching in minority areas. The reform of classroom teaching in ethnic minority regions should give full consideration to the characteristics of the ethnic culture, the psychological and behavior characteristics northwest minority of both teachers and students, which should be the foundation to promote the quality of classroom teaching. Copyright © 2011 中央教育科學研究所.