CAJ | 학술논문

在西藏和四川选择样本,采用问卷法、访谈法的实证研究表明：藏区教师培训管理缺乏文化适应意识,授课专家对藏区的文化、教育和教师的理解和尊重不够;管理者与藏区教师的互动表现出了明显的距离或冷漠;培训过程中缺乏必要的沟通与衔接、反馈与调整。这些都制约着培训的实效性。藏区教师培训必须以尊重彼此的文化为基础,确立专家和管理人员的遴选标准,优化专家结构,加强沟通与衔接、反馈与调整,减少直至消除培训中的误解与对立;组织增进文化交流的课余活动;培育促进文化融合、共生的培训文化。
재서장화사천선택양본,채용문권법、방담법적실증연구표명：장구교사배훈관리결핍문화괄응의식,수과전가대장구적문화、교육화교사적리해화존중불구;관리자여장구교사적호동표현출료명현적거리혹랭막;배훈과정중결핍필요적구통여함접、반궤여조정。저사도제약착배훈적실효성。장구교사배훈필수이존중피차적문화위기출,학립전가화관리인원적린선표준,우화전가결구,가강구통여함접、반궤여조정,감소직지소제배훈중적오해여대립;조직증진문화교류적과여활동;배육촉진문화융합、공생적배훈문화。
An empirical study was made in Tibet and Sichuan Province through sample selection, questionnaire and interviews. The results showed that in the management of teachers＇ training in Tibetan- inhabited areas, there is a lack of cultural adaptation awareness, teaching experts fail to show enough understanding and respect for Tibetan culture; there is an obvious distance and indifference in the interaction between managers and teachers from Tibetan-inhabited areas; and there is a lack of necessary communication and cohesion, feedback and adjustment in the training. These problems reduce the training effectiveness. So, the training should be based on mutual respect for each other＇ s culture, the selection criteria for experts and management staff should be set up; expert structure should be optimized, communication and cohesion, feedback and adjustment should be enhanced to reduce and eliminate cultural misunderstanding and conflict in the training; extracurricular activities should be carried out to promote cultural exchanges; and finally, a symbiotic culture of training should be cultivated to develop cultural integration.