内地西藏、新疆高中班民族团结教育调查研究
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摘要
具有维护祖国统一和民族团结的政治立场是内高班人才培养的首要目标。本研究对内高班民族团结教育的现状和成效进行了实证调查。通过对北京市10所内高班承办学校的主管领导进行访谈,总结出内高班实施民族团结教育的三种主要途径:一是开展形式多样、内容丰富的民族团结教育主题活动;二是将课堂教学作为民族团结教育的主渠道和主阵地;三是形成了各具特色的学校民族团结教育管理或校本课程开发模式。如何有效促进内高班学生的学习、生活适应以及如何增进内高班学生和本地学生之间的相互理解是内高班民族团结教育面临的两个重要挑战。通过对北京市3077名内高班学生和100名内高班教师进行问卷调查,结果表明:(1)内高班民族团结教育整体上取得了较好的成效,学生的国家认同态度总体正向、积极;(2)促进族际交往是进一步提升民族团结教育成效的关键,而混合编班更有利于各民族学生之间的族际交往;(3)内高班教师接受的多元文化教育培训相对缺乏;(4)内高班封闭式管理制度"严格有余,理解不足"。在此基础上提出了进一步推进混班教学,加强内高班教师的多元文化教育培训,搭建广泛的社会融入平台等提高内高班民族团结教育成效的针对性建议。
The primary objective of hinterland high school classes for ethnic students is to cultivate talents to safeguard reunification of China and national unity. Based on superintendents ' interviews of 10 responsibility schools running hinterland high school classes for ethnic students in Beijing,an empirical study was made to investigate the present situation and effectiveness of national unity education of these classes. The three ways to implement the national unity education are summarized as 1) organizing various theme activities with rich contents; 2) using classroom teaching as the main channel and platform of the education; and 3)forming management or school-based curriculum model of the education with their own characteristics. The two challenges are how to effectively improve students' adaptability to school learning and life and how to increase mutual understanding between students of hinterland high school classes and local students. The results of a questionnaire investigation of 3077 students and 100 teachers show that 1) overall,the effect of national unity education is satisfactory and students have a positive attitude toward national identity; 2) students' inter-ethnic contact is the key to further promote the national unity education effect,and the mixed class is more beneficial to students' inter-ethnic contact; 3) there is a lack of multicultural education training for teachers; and 4) the closed management system is more rigor than understanding. Finally,some targeted suggestions are proposed,including further promoting mixed class education,strengthening multi-cultural education training of teachers,and building a platform for social integration.
The primary objective of hinterland high school classes for ethnic students is to cultivate talents to safeguard reunification of China and national unity. Based on superintendents ' interviews of 10 responsibility schools running hinterland high school classes for ethnic students in Beijing,an empirical study was made to investigate the present situation and effectiveness of national unity education of these classes. The three ways to implement the national unity education are summarized as 1) organizing various theme activities with rich contents; 2) using classroom teaching as the main channel and platform of the education; and 3)forming management or school-based curriculum model of the education with their own characteristics. The two challenges are how to effectively improve students' adaptability to school learning and life and how to increase mutual understanding between students of hinterland high school classes and local students. The results of a questionnaire investigation of 3077 students and 100 teachers show that 1) overall,the effect of national unity education is satisfactory and students have a positive attitude toward national identity; 2) students' inter-ethnic contact is the key to further promote the national unity education effect,and the mixed class is more beneficial to students' inter-ethnic contact; 3) there is a lack of multicultural education training for teachers; and 4) the closed management system is more rigor than understanding. Finally,some targeted suggestions are proposed,including further promoting mixed class education,strengthening multi-cultural education training of teachers,and building a platform for social integration.
引文
[1]狄建成.让民族团结的种子根植于每个人心中[J].中国民族教育,2016(1):51-52.
[2]孙延杰.校本课程:开展民族团结教育的重要途径[J].中国民族教育,2014(6):27-29.
[3]陈秀珍.尊重差异融合认同团结发展---北京市和平街第一中学民族团结教育实践[J].基础教育参考,2017(16):15-17.
[4]戴宏辉.发挥团组织的育人功能深化新疆内高班民族团结教育[J].教育导刊,2012(7):60-61.
[5]严庆,刘雪彬.民族交往:提升民族团结教育实效性的关键---以内地西藏班(校)为例[J].西藏民族学院学报(哲学社会科学版),2011(4):91-95.
[6]张东辉,陈立鹏.北京市新疆、西藏内地高中班办学与管理现状分析:成效、问题与对策[J].民族教育研究,2012(6):28-33.
[7]何伟,苏傲雪等.关于内地班学生理科学习态度的调查与分析[J].民族教育研究,2018(1):110-115.
[8]严庆,宋遂周.民族教育异地办学模式中的学生跨文化学习困难及其应对-以内地西藏班、内地新疆班为例[J].民族教育研究,2006(2):64-68.
[9]许丽英.内地西藏班教学模式与成效调查研究[M].北京:社会科学文献出版社,2014:164.
[10]武启云,张瑜.民族认同与国家认同的统一:当代民族教育的价值重构[J].青海师范大学学报(哲学社会科学版),2017(4):6-9.
[11]熊少严,张丹.内地新疆高中班学生学习适应性研究[J].上海教育科研,2010(1):35-38.
[12]吴明隆.结构方程模型---AMOS的操作与应用[M].重庆:重庆大学出版社,2010:52.
[13]郑昊敏,温忠麟,吴艳.心理学常用效应量的选用与分析[J].心理科学进展,2011,19(12):1868-1878.
[14]吴瑞林,钮梅玲,张美萱.混班教学与单独编班的比较---对三省市少数民族内高班的调查[J].民族教育研究,2016(2):79-88.
[15]陈春,许丽英.内地西藏班(校)学生人际交往现状调查研究[J].中国青年研究,2013(11):56-59.
[16]严庆.加强理论修养提高育人效果---谈内地班教育工作者学习民族理论与政策的重要性[J].中国民族教育,2006(3):28-29.
[17]袁同凯,朱筱煦.内地新疆高中班学生的文化适应问题辨析[J].中南民族大学学报(人文社会科学版),2016(3):51-56.
[18]吴晓蓉.共生理论观下的教育范式[J].教育研究,2011(1):50-54.
(1)效应量d不依赖样本大小而能反映变量间的关联强度,可将变量间关联强度分为小(0. 2≤d<0. 5)、中(0. 5≤d<0. 8)、大(d≥0. 8)三类。[13]
(1)效应量ηp2不依赖样本大小而能反映变量间的关联强度,可将变量间关联强度分为弱(η2p<0. 06)、中(0. 06≤η2p<0. 16)、强(η2p≥0. 16)三类。[13]
[2]孙延杰.校本课程:开展民族团结教育的重要途径[J].中国民族教育,2014(6):27-29.
[3]陈秀珍.尊重差异融合认同团结发展---北京市和平街第一中学民族团结教育实践[J].基础教育参考,2017(16):15-17.
[4]戴宏辉.发挥团组织的育人功能深化新疆内高班民族团结教育[J].教育导刊,2012(7):60-61.
[5]严庆,刘雪彬.民族交往:提升民族团结教育实效性的关键---以内地西藏班(校)为例[J].西藏民族学院学报(哲学社会科学版),2011(4):91-95.
[6]张东辉,陈立鹏.北京市新疆、西藏内地高中班办学与管理现状分析:成效、问题与对策[J].民族教育研究,2012(6):28-33.
[7]何伟,苏傲雪等.关于内地班学生理科学习态度的调查与分析[J].民族教育研究,2018(1):110-115.
[8]严庆,宋遂周.民族教育异地办学模式中的学生跨文化学习困难及其应对-以内地西藏班、内地新疆班为例[J].民族教育研究,2006(2):64-68.
[9]许丽英.内地西藏班教学模式与成效调查研究[M].北京:社会科学文献出版社,2014:164.
[10]武启云,张瑜.民族认同与国家认同的统一:当代民族教育的价值重构[J].青海师范大学学报(哲学社会科学版),2017(4):6-9.
[11]熊少严,张丹.内地新疆高中班学生学习适应性研究[J].上海教育科研,2010(1):35-38.
[12]吴明隆.结构方程模型---AMOS的操作与应用[M].重庆:重庆大学出版社,2010:52.
[13]郑昊敏,温忠麟,吴艳.心理学常用效应量的选用与分析[J].心理科学进展,2011,19(12):1868-1878.
[14]吴瑞林,钮梅玲,张美萱.混班教学与单独编班的比较---对三省市少数民族内高班的调查[J].民族教育研究,2016(2):79-88.
[15]陈春,许丽英.内地西藏班(校)学生人际交往现状调查研究[J].中国青年研究,2013(11):56-59.
[16]严庆.加强理论修养提高育人效果---谈内地班教育工作者学习民族理论与政策的重要性[J].中国民族教育,2006(3):28-29.
[17]袁同凯,朱筱煦.内地新疆高中班学生的文化适应问题辨析[J].中南民族大学学报(人文社会科学版),2016(3):51-56.
[18]吴晓蓉.共生理论观下的教育范式[J].教育研究,2011(1):50-54.
(1)效应量d不依赖样本大小而能反映变量间的关联强度,可将变量间关联强度分为小(0. 2≤d<0. 5)、中(0. 5≤d<0. 8)、大(d≥0. 8)三类。[13]
(1)效应量ηp2不依赖样本大小而能反映变量间的关联强度,可将变量间关联强度分为弱(η2p<0. 06)、中(0. 06≤η2p<0. 16)、强(η2p≥0. 16)三类。[13]