西部民族地区教育内涵发展定位的选择——基于乌江流域民族地区教育公平发展的思考  

Selection of Orientation of Connotative Development of Education in Western Minority Regions——Based on thoughts about development of education equality in Wujiang River Basin

作　　者：向帮华[1] 

机构地区：[1]长江师范学院教育科学学院,重庆408100

出　　处：《湖北民族学院学报（哲学社会科学版）》2011年第4期66-70,共5页Journal of Hubei Minzu University：Philosophy and Social Sciences

基　　金：重庆市教育委员会2011年人文社会科学研究重点项目"统筹城乡教育背景下西部地区特色教师内涵发展战略研究"(11SKN01);全国教育科学"十一五"规划2010年度教育部重点课题"西部地区地方高校合理定位研究"(DIA100288)阶段性研究成果

摘　　要：以乌江流域民族地区教育现状为个案,对西部民族地区教育公平发展现状进行由点及面的关注,指出西部民族地区教育内涵发展定位路径应走"民特"之路。从"自上而下,方向引领;横向联动,主动呼应;自动自发,内涵发展;政策支持,互相扶助"四个方面提出了西部民族地区教育内涵发展"民特"计划初纲。在当下构建和谐社会、推进高等教育公平发展、西部大开发及破解城乡教育统筹难题的大背景下,该文有其特有的启示与价值。This essay is based on the theories of Ernst Cassirer′s symbolic philosophy,with case study about the current education condition in Wujiang River Basin,and explicates the education equality in the western minority regions.It is concluded that an approach of unique national characteristics for the connotative development in western minority regions should be taken.It outlines the connotative development with unique national characteristics based on the four parts in the essay;namely,＂a clear top-down direction＂,＂horizontal linkage＂,＂self-connotative development＂,and ＂mutual help with the support of policy＂.With the background of constructing harmonious society,promoting higher education equality,Grand Western Development Program,and solving the problems in overall development of urban and rural education,this essay itself is inspiring and valuable.

关 键 词：西部民族地区教育 乌江流域 教育公平 民族特色 内涵发展 

分 类 号：G527[文化科学—教育学]