西藏偏远地区“撤点并校”个案调查研究——以西藏那曲县A教学点为例
发布时间：2018-11-11 07:31
【摘要】：西藏偏远地区的"撤点并校"问题,不仅关涉国家撤点并校政策下的公平与效率兼顾等同质性问题,更重要的是因特殊的地理、文化环境所产生的多元文化与乡土文化博弈等异质性问题。文章对西藏偏远牧区教学点进行了较细致深入的个案研究,从教学点运行的困境到"撤点并校"政策的逻辑起点、实施路径和文化结果等层面予以了剖析。研究显示:案例教学点除保障就近入学外,难以保障教学质量和经费有效运用,即公平和效率效果都不能实现;其次,基于不同的政策逻辑出现了教学点被边缘化和"自下而上"式政策实施路径缺失的问题;最后,基于民族地区的文化视角,存在多元文化教育的需要与乡土文化的传承发展在政策实施结果上的矛盾。建议以教育公平逻辑为起点,分类实施教学点的撤并布局;以本土和外来教师队伍建设为突破口,实现村落乡土文化发展与学生多元文化教育目标的和谐共生。
[Abstract]:The problem of "relocating and merging schools" in remote areas of Tibet is not only related to the homogeneity of equity and efficiency under the national policy of withdrawing and merging schools, but more importantly because of its special geography. The heterogeneity of multiculturalism and local culture caused by cultural environment. This paper makes a detailed and thorough case study on the teaching sites in remote pastoral areas in Tibet, from the dilemma of the operation of the teaching points to the logical starting point of the policy of "withdrawing the points and combining the schools", the implementation path and the cultural results, and so on. The research shows that the case teaching points are difficult to guarantee the teaching quality and the effective use of the funds except to guarantee the nearest entrance, that is to say, the fairness and efficiency effect can not be realized; Secondly, on the basis of different policy logic, there are some problems such as the marginalization of teaching points and the lack of "bottom-up" policy implementation path. Finally, based on the cultural perspective of ethnic areas, there is a contradiction between the need of multicultural education and the inheritance and development of local culture in the implementation of the policy. It is suggested to take the logic of education equity as the starting point to classify and implement the merge layout of teaching points and to realize the harmonious symbiosis between the development of village local culture and the goal of multi-cultural education of students by taking the construction of local and foreign teachers as the breakthrough point.
【作者单位】： 西藏大学教育学院;西藏那曲县古露镇中心小学;
【基金】：2013年度教育部人文社会科学研究西藏项目“多元文化视角下西藏小学教学点研究”阶段性成果,项目号:13XZJC880001
【分类号】：G759.2
本文编号：2324181
[Abstract]:The problem of "relocating and merging schools" in remote areas of Tibet is not only related to the homogeneity of equity and efficiency under the national policy of withdrawing and merging schools, but more importantly because of its special geography. The heterogeneity of multiculturalism and local culture caused by cultural environment. This paper makes a detailed and thorough case study on the teaching sites in remote pastoral areas in Tibet, from the dilemma of the operation of the teaching points to the logical starting point of the policy of "withdrawing the points and combining the schools", the implementation path and the cultural results, and so on. The research shows that the case teaching points are difficult to guarantee the teaching quality and the effective use of the funds except to guarantee the nearest entrance, that is to say, the fairness and efficiency effect can not be realized; Secondly, on the basis of different policy logic, there are some problems such as the marginalization of teaching points and the lack of "bottom-up" policy implementation path. Finally, based on the cultural perspective of ethnic areas, there is a contradiction between the need of multicultural education and the inheritance and development of local culture in the implementation of the policy. It is suggested to take the logic of education equity as the starting point to classify and implement the merge layout of teaching points and to realize the harmonious symbiosis between the development of village local culture and the goal of multi-cultural education of students by taking the construction of local and foreign teachers as the breakthrough point.
【作者单位】： 西藏大学教育学院;西藏那曲县古露镇中心小学;
【基金】：2013年度教育部人文社会科学研究西藏项目“多元文化视角下西藏小学教学点研究”阶段性成果,项目号:13XZJC880001
【分类号】：G759.2
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