澳大利亞教育文化研究方面留學(xué)生essay范文下載

 

Introduction

Australian government and education department pay an increasing attention to the education of Aboriginal children, they develop targeted education-related policies and guidelines such as Assessment and Reporting Authority (ACARA) and The Embedding Aboriginal and Torres Strait Islander Perspectives in schools (EATSIPS) (Department of Education and Training, 2013). As a person who is interested in being engaged in education for Aboriginal children in future, the author believes that it is very necessary to develop appropriate educational plan based on these policies for Aboriginal children. This study is based on the content of ACARA and EATSIPS, from three aspects: teaching objective, teaching content, teaching method to describe the plan for Aboriginal children education. 

Body

介紹

澳大利亞政府和教育部門支付越來越多的關(guān)注土著兒童的教育，他們制定有針對(duì)性的教育有關(guān)的政策及指引，如評(píng)估和報(bào)告管理局（ACARA）和嵌入原住民和托雷斯海峽島民的觀點(diǎn)在學(xué)校（EATSIPS）的（部教育和培訓(xùn)，2013年）。作為一個(gè)人誰是有興趣從事教育事業(yè)在未來的原住民兒童，筆者認(rèn)為，這是非常有必要制定相應(yīng)的教育計(jì)劃，這些政策的基礎(chǔ)上，為原住民兒童。這項(xiàng)研究是基于內(nèi)容的ACARA EATSIPS，來自三個(gè)方面：教學(xué)目標(biāo)，教學(xué)內(nèi)容，教學(xué)方法來形容原住民兒童教育計(jì)劃。

 

 

Teaching objective

Critical educational theory believes that educators aim to train citizens with critical spirit, teachers should provide students with the opportunity to develop the ability to criticize. Specific measures include respecting the history and culture of Aboriginal children in teaching, respecting the rights of Aboriginal students’, allowing them to express different opinions and views (Miller, 2011). Considering some Australian mainstream media’s biased reports on Aboriginal and Torres Strait Islander children, families and communities which make the negative image of Aboriginal people be deeply rooted in hearts of Australian people. Especially for children , as they lack sufficient ability to identify, these reports are easy to mislead the children so that the children with have a false understanding for the image of Aboriginal people, making Aboriginal children have mixed emotions for themselves and their culture. For example, they will feel uncertain, lack critical spirit and the ability to generate conflict on education(Miller, 2011). Only respecting their culture and allowing them to express different opinions and views are not be able to effectively help them to form correct critical ability, because critical ability reflects a person’s position, attitude and rational thinking abilities, etc., the formation of these abilities are also related to personal qualities, as well as specific history, social and cultural background (Miller, 2011). Therefore, the education for Aboriginal students can not ignore the introduction for current Australian social culture, real objective presentation for the current occurrence of social events about Australian Aboriginal people. Teachers can discuss with Aboriginal children on these events about what rights that Aboriginal people have been infringed in these events, what appropriate ways that indigenous people should take to defend their rights, as well as the responsibilities and rights of Aboriginal people’s in contemporary society. This will ultimately help them to have sufficient critical spirit and the spirit of independent thinking.#p#分頁標(biāo)題#e#

 

Teaching content

In the past, the curriculum for Australian aboriginal children to learn was mainly mainstream Western culture and mainstream Western values, such teaching content and their own values and indigenous culture conflicted, resulting in that many aboriginal children lacked confidence in the learning process and showed the mood of wearying study (Eckermann, 1999). In order to change this situation, I think that in the teaching process, in addition to teaching them modern social, human, scientific knowledge, it should introduce Aboriginal history and culture of their own to the children, such as Aboriginal traditional art and music, as well as Aboriginal people’s traditional life skills and so on. One of the obstacles of adoption of bi-cultural education lie in that in Australia, there are many Aboriginal tribes, each tribe has different languages, each language has different forms of writing and expressing, using English only in teaching may lead to many problems. First of all, it does not help students to improve their cultural identity, because it is in English rather than in their own language to describe the nation's culture. Then, Aboriginal students’ ability to speak English is limited, they are unable to accept content taught in classrooms easily. In this regard, The author believes that the way of using bilingual education for teaching, on the one hand, teachers teach in English, on the other hand, teachers use the students’ tribal language in teaching, both ways will increase the children’s cultural identity, which also facilitates Aboriginal children’s a better understanding of content taught in classrooms (Department of Education and Training, 2013).

 

Teaching method

Communication is an important way of teaching. If teachers and students communicate in good faith, there will be more understanding, tolerance between teachers and the Aboriginal children. In such an environment, Aboriginal children will grow faster, the chances for them to achieve success will increase exponentially. Also in the process of provision of education for Aboriginal children, it should strengthen the communication between teachers and Aboriginal children, specific measures include respecting Aboriginal children, allowing students to have the opportunity to express their own proposals, the use of cooperative learning methods such as group discussion to allow Aboriginal students to complete learning task and learn knowledge through mutual cooperation and communication (Department of Education and Training, 2013). However, it should be noted that compared with non-Aboriginal students, some Aboriginal children usually do not have a strong desire to communicate with teachers, in classrooms, they tend to be more passive and silent, which may be associated with long-term weak position of Australian Aboriginal people’s in the society (Eckermann, 1999). Therefore, in the process of teaching Aboriginal students, it should also need to take some special measures to help Aboriginal students to improve their desire and ability to communicate. For example, in teaching process, teachers should develop suitable teaching learning styles and course schedule for Aboriginal children. In the process of teaching, Aboriginal children should be given the opportunities to determine the structure and content of the curriculum, so that Aboriginal children will be more active to participate in learning, their communication desires will also be improved as well.#p#分頁標(biāo)題#e#

 

Conclusion

The author believes that in the process of offering education for Aboriginal children, it should pay attention to the following three points. First of all, it should cultivate Aboriginal students and make them persons with a critical spirit and independent thinking. Then, it can use bicultural and bilingual teaching to allow students to understand their own culture and inherit their own tradition. Finally, it should strengthen the communication between teachers and Aboriginal children to improve children’s learning enthusiasm.

結(jié)論

筆者認(rèn)為，為原住民兒童提供教育的過程中，應(yīng)該注意以下三點(diǎn)。首先，它應(yīng)該培養(yǎng)原住民學(xué)生，使他們與批判精神和獨(dú)立思考的人。然后，它可以使用雙文化和雙語教學(xué)，讓學(xué)生了解自己的文化，并繼承自己的傳統(tǒng)。最后，應(yīng)加強(qiáng)教師之間的溝通和原住民兒童，提高孩子的學(xué)習(xí)積極性。

 

References

Eckermann, A. K. (1999). Aboriginal Education in Rural Australia: A Case Study in Frustration and Hope. Australian Journal of Education, 4(43): 5 - 23. 

Miller, M. (2011). Embedding Indigenous Perspectives in the Early Childhood Curriculum. Australasian Journal of Early Childhood, 36(1): 77-84. 

Department of Education and Training. (2013). Embedding Aboriginal and Torres Strait 

Islander Perspectives in Schools. Available from: [Accessed on 10th Oct, 2013].

 

Embedding Aboriginal and Torres Strait

Islander Perspectives in schools

A guide for school learning communities Embedding Aboriginal and Torres Strait

Islander Perspectives in schools

A guide for school learning communities

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