中国百年少数民族教科书政策的连续与断裂

发布时间：2018-03-11 10:29

  本文选题：少数民族　切入点：教科书政策　出处：《湖南师范大学教育科学学报》2017年02期 　论文类型：期刊论文

【摘要】：在百余年的发展历程中,中国少数民族教科书政策的目标指向趋同,它在继承中国古代文教政策认同整合思想的基础上,为了达成文化整合的目标利用政策及教科书文本作为载体建构了中华民族的集体记忆,从文化的角度形塑中华民族。中国少数民族教科书政策历经萌芽、成型、发展三个阶段,以回应少数民族文化权力诉求的方式,促进其对民族国家的政治认同。然而,近百年来不同时期的中央政府秉持差异较大的民族观念,且面临情况不同的社会环境压力,因而政策发生了目标与过程的错位,造成断裂的政策实践。为了中华民族的长远发展,国家政体的稳定统一,在对少数民族教科书进行文化利益分配时,政策目标应以"和而不同"为价值取向,政策过程要由"公平"跨越发展至"公正"。
[Abstract]:In the course of more than one hundred years of development, the goal of the Chinese minority textbook policy has converged, and it is based on the inheritance of the ancient Chinese cultural and educational policy identity and integration thought. In order to achieve the goal of cultural integration, the collective memory of the Chinese nation has been constructed by using the policy and the text of the textbook as the carrier, and the Chinese nation has been shaped from the perspective of culture. In response to the demands for cultural rights of ethnic minorities, to promote their political identity to the nation-state. However, in the past hundred years, the central government of the central government in different periods has held quite different national concepts and has been faced with social environmental pressures under different circumstances. As a result, the policy has misplaced its objectives and processes, resulting in a broken policy practice. For the sake of the long-term development of the Chinese nation and the stability and unity of the political system of the country, in the distribution of cultural interests among the textbooks of ethnic minorities, The policy goal should be based on the value orientation of "harmony but difference", and the policy process should be developed from "fairness" to "justice".
【作者单位】： 西藏民族大学教育学院;
【基金】：国家社会科学基金青年项目“少数民族教科书对中华文化认同的建构性研究”[2015CMZ002]
【分类号】：G752
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本文编号：1597767