内地西藏班(校)民族教育政策的流变及成效  

The Ethnic Education Policy of Tibetan Classes in Mainland:Its Changes & Effectiveness

作　　者：吴晓蓉[1] 

机构地区：[1]西南大学教育学部,重庆北碚400715

出　　处：《西北师大学报（社会科学版）》2013年第5期66-72,共7页Journal of Northwest Normal University(Social Sciences)

基　　金：国家社会科学基金项目"内地西藏班(校)教育成效调查研究"(11BMZ052);西南大学教育学部科研规划课题"我国民族教育优惠性政策的成效提升研究"(2012ZDXM03)

摘　　要：改革开放后,党和国家顺应时代发展需求,承袭异地办学传统,自1985年采取集中和分散相结合原则,在内地为西藏办学,举办内地西藏班(校),为西藏社会、经济、文化等方面的发展培养人才。回顾该项民族教育政策的发展历程,发现其办学、招生规模不断扩大,办学类型、层次趋于多元,显性作用明显;其为西藏社会经济建设储备人才,教育辐射功能逐步显现。但就当下现实看,内地西藏班(校)的总体水平还需进一步提升,布局和层次结构有待优化,学校管理水平和教育教学质量也存在提升空间。Setting up schools for Tibetans in other mainland provinces can be traced back to the Emperor of Guangxu （1875-1908 AD. ） in the Qing Dynasty. This tradition is inherited by the Communist party of China and the Chinese government even after the reform and opening up. In 1985 there was the first Tibetan class in the mainland with the principle of combining centralization and dispersion. Having reviewed ethnic education policy, we can find the dominant effects of Tibetan classes in the mainland provinces are displayed with the expansion of their scale and enrolment, as well as the diversification of their categories and levels. In addition, the latent effects of this policy are also prominent in preparing human resources of Tibetan social, economical and educational development, the educational conceptions of farmers and herdsmen in Tibet, and improving population quality.

关 键 词：内地西藏班（校） 民族教育政策 成效 

分 类 号：G750[文化科学—教育学]