多元文化

As a human creation, culture evolves with the difference of ages, regions and characteristics, therefore, on the one hand net provides an afterburning platform for multiple cultures and on the other hand in the cultural crashes is the accompanying gloomy mood of "nostalgia of one far away from the motherland" and the impulse of seeking the ancient dream.

文化作为人的创造呈现出时代性演进和地域性展开及异质性绵延，因此，一方面网络提供了全球化背景下多元文化直面的加力平台；另一方面在各种文化的多元互创中，与之相伴随的则是文化"去国怀乡"的愁绪和寻找往古之梦的冲动。

The author first traces the evolution of the practice and theory of multiculturalism, delineating its course from an assimilationist approach that aimed at the perpetuation, transmission, and promotion of the cultural beliefs of the dominant community to an integrationist approach that aimed for equal opportunity within a culturally diverse and mutually tolerant society to cultural pluralism, which accepts and actively promotes diversity.

多元文化科学教育是在多元文化教育理论的框架里发展起来的一个新的分支研究领域，因而它是科学教育理论和实践的重要组成部分。目前，多元文化科学教育的知识体系还不够完善。从已有的知识体系来看，多元文化科学教育包括人们对少数民族群体特征的认识和对其文化与科学的理解。

The national policy of Canada experienced the evolvement from assimilation and biculturalism to multiculturalism, the multicultural policy not only mollified the ethnical conflict, but also availed to resist the permeation of American culture, the tolerance it manifests becomes the substance of national identity of Canada.

加拿大的民族政策经历了从民族同化到二元文化再到多元文化政策的演变，多元文化政策不仅缓和了国内的民族矛盾，更有利于抵御美国文化的渗透，它所体现的包容性成为加拿大民族认同的实质。

Part four is a systematically analyses of the investigations conclusion and interprets the theories of multicultural curriculum discriminatingly in the west, put forward a conception of multicultural curriculum development in Yan Yuan County. It consists of three parts, the one are the modes of multicultural curriculum, the two are design of multicultural curriculum, the other are strategies of multicultural curriculum resources exploration.

第四部分：基于调查结果的系统分析和对西方多元文化课程开发理论的阐释与批判，提出了盐源县多元文化课程开发的构想，由三部分构成：一是多元文化课程的开发模式；二是多元文化课程的设计；三是多元文化课程资源的开发策略。

Then, analyzed unreasonable phenomenon under physical educationcircumstances with gender, skill-level, disability, athlete, ethnos, and sport interest from multicultural perspective. Next, induced the classic deviation models from current physical education teaching phenomenon. Finally, the researcher proposed the way of implementing to achieve multicultural physical education from minority group such as the female, the low-skill, disability, athlete, aboriginal and non-mainstream sport enthusiasts.

首先，从多元文化观点探讨体育教学的内涵与目标；其次，从多元文化观点，以性别、技能水准、残障者、运动员、族群及运动兴趣为分析标的；分析在体育情境中的不合理现象；再次，从现有体育教学的现象归纳的典型偏差模式；最后，从体育情境中弱势族群，如女性、低技能水准者、残障者、运动员、原住民及非主流运动兴趣者的观点，提出达成多元文化体育之实践途径。

Furthermore, the author describes the basic framework of multicultural science education put forward by Derek Hodson, a Canadian science educator.

在分析多元文化科学教育基本理论观点的基础上，作者介绍了加拿大科学教育学者霍德森提出的多元文化科学教育的基本框架，主要阐述了怎样在多元文化环境下进行科学教育的问题，揭示了科学教育的多元文化观。

In order to maintain the multi-cultural characteristics,and avoid racial confrontations,Canada tries hard to carry out multi-cultural education so that the legal position of every ethnic group is able to receive reorganization in the main-stream cultural society of English and French,which in turn,promote further interfusion and blooming of the multi-cultural society.

为保持民族之间的文化多元性，避免种族冲突，加拿大力图通过多元文化教育，在以英语和法语为主流文化的社会里，使各个种族和民族群体的合法地位得到承认，促进多元文化社会的融合和繁荣。

The study, combined with fieldworks, puts forward three-stage theory and typology of the professional development of multicultural teachers in ethnic areas, i.e., three stages: from multicultural unconscious stage and multicultural awakening stage to multicultural action and critical stage; four types of multicultural teachers:"an insider from the inside","an outsider from the inside","an insider from the outside" and "an outsider from the outside".

本研究提出少数民族地区多元文化教师专业发展分为多元文化无意识、多元文化觉醒、多元文化行动与批判三个阶段；多元文化教师可以分成&来自内部的局内人&、&来自内部的局外人&、&来自外部的局内人&和&来自外部的局外人&四种类型。

International Symposium:"Limits of Multi-Culturalism", to discuss the ideological tendencies and institutionalisation of multi-culturalism and post-colonial discourse; and to investigate issues of 'plurality' and 'difference' from the point of view of individual lived experience.

国际论坛：&多元文化主义的限度&，讨论多元文化主义与后殖民话语的意识形态化和体制化，以及作为个体生存经验的&多元&与&差异&等问题。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

But we don't care about Battlegrounds.

但我们并不在乎沙场中的显露。

Ah! don't mention it, the butcher's shop is a horror.

啊！不用提了。提到肉，真是糟透了。