Kết quả giáo dục của học sinh người Mông, Jrai, Khmer học giáo dục song ngữ trên cơ sở tiếng mẹ đẻ ở tiểu học chuyển tiếp lên cấp cao hơn

Kết quả giáo dục của học sinh người Mông, Jrai, Khmer học giáo dục song ngữ trên cơ sở tiếng mẹ đẻ ở tiểu học chuyển tiếp lên cấp cao hơn - Một đề xuất và khuyến nghị

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Tác giả: Đức Đà Hà, Thị Yên Trần

Ngôn ngữ: vie

Ký hiệu phân loại: 495.97 Languages of East and Southeast Asia Sino-Tibetan languages

Thông tin xuất bản: Tạp chí khoa học giáo dục Việt Nam, 2018

Mô tả vật lý: 80-85

Bộ sưu tập: Metadata

ID: 490143

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Kết quả thử nghiệm Giáo dục song ngữ trên cơ sở tiếng mẹ đẻ từ năm mẫu giáo 5 tuổi đến hết lớp 5 cấp Tiểu học (hoàn thành giai đoạn thử nghiệm 2008-2015), đã khẳng định sự phù hợp và khả thi của giáo dục song ngữ trên cơ sở tiếng mẹ đẻ đối với giáo dục ở vùng dân tộc thiểu số. Để có đầy đủ hơn những căn cứ khách quan về khoa học, và khẳng định kết quả từ thực tiễn cho nghiên cứu nhân rộng giáo dục song ngữ trên phạm vi lớn hơn, không chỉ với những dân tộc thiểu số đã thử nghiệm, và cả với những dân tộc thiểu số chưa thử nghiệm. Bài viết tập trung làm rõ các nội dung: (i) Nghiên cứu sự phát triển năng lực của trẻ em dân tộc thiểu số đã học chương trình thử nghiệm giáo dục song ngữ ở mầm non và tiểu học ở cấp học cao hơn (đang giai đoạn Trung học cơ sở), (ii) Đưa ra một số đề xuất và khuyến nghị nhằm phát triển bền vững mục tiêu của nghiên cứu thử nghiệm.Test results of bilingual education on the basis of mother tongue from the age of 5 years old to the end of grade 5 Primary school level (completed the 2008-2015 trial period), confirming the suitability and feasibility of teaching bilingual education based on mother tongue for education in ethnic minority areas. In order to have more complete scientific bases, and to confirm the results from practice for the study of bilingual education replication on a larger scale, not only for the ethnic minorities that have been tested, and even with untested ethnic minorities. The paper focuses on clarifying the following: (i) Researching the capacity development of ethnic minority children who have studied bilingual education testing programs in preschool and primary school at higher levels (currently middle school phase), (ii) Make some recommendations and recommendations for the sustainable development of the pilot study.

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