民族学校课程的多维解读  

A Multi-perspective Interpretation of the Functions of School Curricula in Ethnic Minority Areas

作　　者：张善鑫[1] 

机构地区：[1]西北师范大学西北少数民族教育发展研究中心,甘肃兰州730070

出　　处：《当代教育与文化》2013年第3期37-40,78,共5页Contemporary Education and Culture

基　　金：国家社科基金项目"西北少数民族教育公平发展研究"(08XMZ041);全国教育科学规划项目"教育公平视野下人口较少民族教育特色研究:以甘肃省特有民族为例"(DMA110315)的阶段性成果

摘　　要：民族教育特殊性的表现之一便是民族学校的课程。民族学校的课程除了具有普通学校课程的共性之外,还在民族学校教育中发挥了特殊的职能和作用,对此可以作多维解读。一是从少数民族学生发展的角度而言,民族学校课程发挥了"先行组织者"的职能;二是从"多元文化整合教育"的角度而言,民族地区学校的课程发挥了不同民族学生相互交流中介的职能;三是从民族文化传承的角度而言,民族学校的课程又是民族文化的浓缩和整合的体现。The curricula implemented in the ethnic minority schools are one of the manifestations of specific characteristics for ethnic minority education. This study holds that such curricula not only possess the common features of the curricula in general schools , but also play some special roles as follows. Firstly, these curricula serve as the advance organizer in the Secondly, as far as ＂multicultural integration education＂ development of ethnic is concerned, they communication among different ethnic minority students; Thirdly, in terms minority students ; are the media of of ethnic cultural transmission, they are the embodiment of the refined and integrated ethnic minority cultures.

关 键 词：民族学校课程 “先行组织者” “多元文化整合教育” 民族文化 

分 类 号：G758[文化科学—教育学] G40-055