摘要:
研究以甘肃省甘南藏族自治州合作市藏族中学高二年级(5)班和(6)班为实验班和控制班,在英语课堂上开展了为期一学期的"藏汉英"三语平衡输入教学实验(以下简称平衡三语教学).实验班英语授课时,教师在课堂组织和导入、课程任务指令发布、课堂活动组织反馈、作业布置等环节保持藏汉英三种语言的平衡输入,同时鼓励学生在课堂和课外养成三语平衡发展的意识和理念;控制班采用传统的"双语"教学形式,即课堂用语以藏汉双语和汉英双语为主.研究发现,"藏汉英"三语平衡输入对民族学生汉语文和藏语文的成绩影响不大,但经过一学期的三语平衡输入,民族学生的英语成绩有了显著提高.文章还从三语教育的必要性、三语教育生态建构、三语教育政策保障、三语教育师资培养、三语教育优化策略等层面分析了本项研究发现的教育学启示.%The trilingual teaching experiment of Tibetan,Chinese and English was conducted for a period of one semester in the Tibetan Senior High School of Hezuo City,Gannan Tibetan Autonomous Prefecture,Gansu Prov-ince.The students of Class 5 of Grade 2 participated the experiment as the experimental group,and the ones of Class 6 of Grade 2 as the control group.For the experimental group,Tibetan,Chinese and English were used as the medium of instruction and the provisions of these three languages were nearly equal in volume in greeting and lead-in,classroom instruction,activity organization and feedback,etc.For the control group,the traditional bilingual teaching of Tibetan and Chinese,or Chinese and English are mainly adopted.The results showed that the balanced trilingual teaching of Tibetan,Chinese and English had little effect on the students'achievements of Chinese and Tibetan, but promote students'English achievement significantly. In addition, this article also analyzes and discusses the pedagogical implications of the present research from such aspects as the signifi-cance,the policy-making,the ecology development,the teacher training as well as the optimization of trilingual teaching of Tibetan,Chinese and English.