【摘要】 国家认同教育既要达到族群认同的目的，也要指向对国家认同的共享。加拿大国家认同经历了从同化、融合到多元文化主义的政策变迁，逐步摸索出族群认同与国家认同之间的妥协与交融之路。近年来，加拿大中小学尝试在课程设计中融入原住民理念，并发展出会话圈、合作学习、故事教学等适应原住民文化的特色教学法。通过田野观察以及与加拿大教师共同建构并实施《原住民文化与加拿大认同》大单元教学课程框架发现，多元文化政策下的加拿大中小学国家认同教育旨在让非原住民学生与原住民学生在课程活动中达成对原住民文化与历史的理解与共识，通过族群认同促进国家认同，增强各族群的凝聚力。在此过程中，教师作为教学进程的引领者，着重培养学生的批判性思维和积极参与公共事务的意识与能力；立足于真实的生活情境，特别是通过合作与对话促进学生对少数族群文化的理解和对国家发展方向的确认。更多还原

【Abstract】 National identity education should both achieve the purpose of ethnic identity and point to the sharing of national identity.Canada’s national identity education has experienced a change from assimilation and integration to multiculturalism,a path of compromise and interminglingofethnic identity and national identity education. In recent years,primary and secondary schools in Canada have attemptedto integrateAboriginal ideas into curriculum design,and have developed specific teaching methods to accommodate Aboriginal culture,such as talking circles,cooperative learning and storytelling.The data sources for this study were field observations,a large-unit curriculum framework on Aboriginal Culture and Canadian Identity designed in collaboration with Canadian teachers and its classroom implementation. The study found that under policies influenced by multiculturalism,ethnic identity education in Canadian primary and secondary schools promotes the development of understanding and consensus about Aboriginal history and culture by involving non-Aboriginal and Aboriginal students in curricular activities together. Through this approach,national identity is formed from ethnic identity,which in turn strengthens the cohesiveness of all ethnic groups. Teachers focus on the development of students’ understanding of minority cultures,critical thinking skills,awareness and skills to actively participate in public affairs and national identification. To achieve the above objectives,teachers choose materials that are close to students’ daily life and often use cooperative learning and dialogue-based teaching approaches.更多还原