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除教育、就业环境等诸多因素外,少数民族学校学生的反学校文化也在不同程度上影响着他们的学业成就。本文以青海省乌兰县蒙古族学校为例,讨论了蒙校教育低学业成就这一现象与蒙校学生反学校文化的关系。因为蒙校学生意识到学校教育对个人发展的重要性,也认同知识和文凭的价值,所以他们的反学校文化是以一种消极、隐蔽的方式展开的,并对教师权威和学校规范有一定顺从。这种反学校文化主要表现为用“混日子”的态度来对待学业,采取喝酒等隐蔽的越轨行为,在网络上嘲讽学校教育来表达反抗的态度,以及以民族文化为由反抗学校教育和汉语学习。
In addition to education, employment environment and many other factors, minority school students anti-school culture to varying degrees, also affect their academic achievement. This paper takes Mongolian schools in Wulan County, Qinghai Province as an example to discuss the relationship between the phenomenon of low academic achievement and the anti-school culture of Mongolian school. Because Mongolian school students recognize the importance of school education for personal development and agree on the value of knowledge and diplomas, their anti-school culture unfolds in a negative and covert manner and has a certain influence on teachers’ authority and school norms obedience. This kind of anti-school culture is mainly manifested in the “mixed-race” approach to school, take concealed deviant behavior such as drinking, taunting school education on the Internet to express the attitude of resistance, as well as ethnic culture as a reason to resist school education And Chinese learning.