瑶山白裤瑶学校教育价值取向研究

发布时间：2018-09-07 08:48

【摘要】：民族地区学校教育的特殊性主要表现在三个方面,一方面是学校教育基础薄弱,这种薄弱的现状表现在基础设施、师资数量和质量、学生辍学及学业成就低下等各个方面：二方面是民族学校教育和汉族学校相比面临着传承民族文化的重要使命。第三个方面是民族地区学校教育还肩负着让民族地区学生实现国家认同和民族认同等政治使命。瑶山白裤瑶因其特殊的地理位置和传统文化保存相对完整等原因,是民族地区学校教育的典型代表。本文试图从学校教育价值取向的角度出发来分析瑶山白裤瑶学校教育的现状和其面临的种种问题并为解决其面临的问题提供一个宏观思路。在研究方法上笔者并未采用讨论教育价值取向问题时常用的思辨方法,而是从民族学校教育的现状出发,分别分析了影响本土化和现代化两种教育价值取向的动力因素、探讨了本土化和现代化两种教育价值取向的良性互动和不良互动。其中,良性互动是社会变迁和文化转型过程中学校教育与民族传统文化的融合过程,是对民族文化的提升与丰富的过程。不良互动主要表现在学校教育质量方面,辍学问题依然存在、学业成就不甚理想,就业问题突出。随后,文章从学校和学生两个方面分析了不良互动的主要原因。制度化的学校教育以传递主流文化为主,无暇顾及民族文化传承,但是低龄寄宿增加了学校的责任,剥夺了家庭教育和社区教育传递民族文化的时间和空间；对学生而言,有学校和家庭二重生活情境需要适应,同时还存在较为严重的民族自卑心理。最后,本文提出学校教育价值取向的调适原则是以人为本和位育原则,学校教育价值取向的调适路径是划清学校教育传承民族文化的边界和增强教师的民族文化自觉意识。在本研究中,笔者认为民族地区学校教育对于本土化和现代化两种价值取向不应该持二元对立的思维方式,而应该辩证看待二者之间的关系。学校教育应该肩负一定的传承民族文化的责任,但也应该充分发挥家庭教育和学校教育在传承民族文化中的主力作用。其次,在传承民族文化的过程中应该注意方式方法,并把传统文化融合在现代化进程中,并树立学生的民族自豪感和民族认同意识。学校教育的主要任务仍是传递主流知识,着力于提高学校教育的教育质量仍是目前民族地区学校教育中应该重点解决的根本问题。
[Abstract]:The particularity of school education in ethnic minority areas is mainly manifested in three aspects: on the one hand, the foundation of school education is weak, and this weak situation is manifested in infrastructure, the number and quality of teachers, Students drop out of school and low academic achievement and other aspects: two aspects of ethnic school education compared with the Han school is facing the important mission of inheriting national culture. The third aspect is that school education in minority areas also shoulders the political mission of making students realize national identity and national identity. Due to its special geographical location and relatively complete preservation of traditional culture, Baikouyao is a typical representative of school education in minority areas. This paper attempts to analyze the present situation of the school education and its problems from the perspective of the value orientation of school education, and to provide a macroscopic way of thinking for solving the problems faced by the school. In the research method, the author does not adopt the common speculative method when discussing the problem of educational value orientation, but starts from the present situation of education in ethnic schools, and analyzes the motive factors that affect the localization and modernization of educational value orientation respectively. This paper discusses the positive interaction and bad interaction between the localization and modernization of educational value orientation. Among them, benign interaction is the fusion process of school education and national traditional culture in the process of social change and cultural transformation, and the process of promoting and enriching national culture. The bad interaction is mainly reflected in the quality of school education, the problem of dropping out of school is still existing, the academic achievement is not very good, and the problem of employment is prominent. Then, the article analyzes the main reasons of bad interaction from two aspects of school and students. The institutionalized school education is based on the transmission of mainstream culture and has no time to take into account the inheritance of national culture. However, young boarding increases the responsibility of the school and deprives the family education and community education of the time and space for the transmission of national culture; for students, The dual life situation of school and family needs to be adapted, and there is a serious national inferiority complex. Finally, this paper points out that the adjustment principle of school education value orientation is people-oriented and positive-education principle, and the adjustment path of school education value orientation is to delimit the boundary of school education to inherit national culture and to strengthen teachers' consciousness of national culture. In this study, the author thinks that the two value orientations of localization and modernization should not be dual opposites, but the relationship between the two should be viewed dialectically. School education should shoulder the responsibility of inheriting national culture, but it should also give full play to the main role of family education and school education in the inheritance of national culture. Secondly, we should pay attention to the ways and methods in the process of inheriting the national culture, and merge the traditional culture in the process of modernization, and set up the students' national pride and national identity consciousness. The main task of school education is still to transfer mainstream knowledge, and to improve the quality of school education is still the fundamental problem that should be solved in school education in ethnic minority areas.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G752

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