摘要
改革开放40年来,内地民族班(校)政策的发展大体上经历了以探索试点为重心的初创期(1978—1995年)、以全面推广为抓手的发展期(1999—2009年)、以内涵建设为特色的完善期(2010年至今)三个阶段,呈现出以效率优先为中心的"理念-政策"演进逻辑,以社会本位为中心的"环境-政策"演进逻辑和以政府主导为中心的"行动-政策"演进逻辑。面临新的时代背景和发展机遇,内地民族班(校)政策要树立"质量与效率兼顾"的政策理念,创设"个体与社会共显"的政策环境,采取"政府与多方协调"的政策行动,助力边疆民族地区实现跨越式发展。
Since the reform and opening-up, the development of the policy for ethnic class(school) in Chinese hinterland has generally experienced three stages: the initial stage of groping pilot project(1978-1995), the development period of comprehensive promotion(1999-2009) and the perfection period of connotation construction(from 2010 to the present). The three phases show different evolution logics respectively from the "concept-policy" strategy emphasizing efficiency to the "environment-policy" centered on social standard, then to the "action-policy" focused on government leadership. Confronting with the new background and development opportunities, the policy concept of "quality and efficiency" should be established, the policy environment of "individual and social co-existence" should be created and the policy actions of "government and multi-stakeholder coordination" should be adopted, so as to promote a great-leap-forward development of frontier ethnic areas.
作者
苏德
薛寒
SU De;Xue Han(School of Education,Minzu University of China,Beijing,100081;School of Education,Shaanxi Normal University,Xi'an 710062,Shaanxi)
出处
《民族教育研究》
CSSCI
北大核心
2018年第6期10-17,共8页
Journal of Research on Education for Ethnic Minorities
基金
2018年度教育部全国民族教育科研课题(重大项目)"边境贫困地区
高寒高海拔地区教育精准脱贫研究"(项目编号:ZXZD18003)的阶段性成果
关键词
内地民族班(校)政策
政策理念
政策环境
政策行动
the policy for ethnic class (school)in hinterland
policy concept
policy environment
policy actions
