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我国少数民族学校课程政策:历史、特点及展望 被引量:2

School Curriculum Policy of Ethnic Minority in China:Its History,Features and Tendency
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摘要 新中国成立以来,我国少数民族学校课程政策经历了重视少数民族语言文字,强调民族语文课程建设;重视乡土课程,强调乡土教材建设;强调国家课程与地方课程有机整合;强调双语教材建设和教学研究四个阶段,呈现出阶段性、有效性和发展性三个特点,促进了我国少数民族地区经济、社会、教育等各项事业的发展。反思我国少数民族学校课程政策的历史和内容,我国少数民族学校课程政策还存在对课程本质问题持续关注不足;政策制定中少数民族师生的意愿体现不足;对少数民族学生学习的特点关注不够三方面的问题。今后关于我国少数民族学校课程政策顶层设计应充分关照教师、学生及家长的课程意愿;适当扩大地方和学校在课程建设中的自主权;以多元文化理论为指导,建立科学、合理的中国少数民族学校课程体系。 Since the founding of new China,the curriculum policy of Chinese ethnic minority has experienced four stages.They are valuing the language of the minority and emphasizing on ethnic Chinese curriculum construction; Attaching great importance to the local curriculum and emphasizing the construction of local teaching material;Focusing on the organic integration of national curriculum and local curriculum;Focusing on bilingual teaching material construction and teaching research——which shows three characteristics with stage,effectiveness and development,and promotes the development of economy,society,education and other various undertakings in minority regions.Reflecting on the history and content of curriculum policy of the ethnic minorities,there are still existing three problems——Lacking continuous attention to the course;Being short of the willingness of the minority teachers and students;Paying less attention to the learning characteristics of minority students. When designing the top-level curriculum policy for minority students,we should listen to the teachers,students and parent's willingness,expand the autonomy of a certain district or school,and be guided by multiculture theory to establish a scientific and reasonable curriculum system for Chinese minority school.
作者 安富海
出处 《西北师大学报(社会科学版)》 CSSCI 北大核心 2015年第2期88-94,共7页 Journal of Northwest Normal University(Social Sciences)
基金 全国教育科学"十二五"规划2011年教育部青年项目"学校教育传承民族文化的有效途径研究"(EMA110407)
关键词 民族教育 课程政策 少数民族学校课程体系 ethnic education curriculum policy curriculum system for minority schools
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