改革开放以来我国民族地区教育优先发展政策:回顾与展望  

Review and Outlook on China's Development Priority Education Policy in Minority Areas

作　　者：李怡霖[1] 陈恩伦[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《教育与教学研究》2014年第6期21-24,共4页Education and Teaching Research

基　　金：教育部人文社会科学重点研究基地重大项目"民族地区教育优先发展的法律保障研究"(批准号:12JJD880001)

摘　　要：改革开放以来,中国民族地区教育优先发展政策经历了恢复重构、加强改进、繁荣发展三个时期。梳理其发展脉络可以发现,既有政策呈现出政策体系层次性、政策指向优先性、政策目标跨越性、政策举措内生性、政策内容民族性等特征。在未来的民族教育优先发展政策的发展中,应丰富政策主题、加强政策资源建设、完善政策的执行监督机制、促进政策的法律化,以更好地发挥政策对民族地区教育优先发展的导向、规范和协调作用。Since reform and opening up, the pokey of giving priority to education in minority areas of China has experienced three periods： restoration and reconstruction,enhancement and improvement, prosperity and development. When combing the development vein, we can find that the existing polices characteristics are the hierarchy of system, the priority of index, the inherence of measures and the nationality of content. Considering the future development of the priority education policy, we should enrich the theme of policy, enhance the construction of policy resources and perfect the execution of supervision mechanism. All of above suggestions are expected to have an good effect on controlling, standardizing and coordinating the priority development of China＇ s minority areas.

关 键 词：民族教育 教育政策 教育优先发展 

分 类 号：G520[文化科学—教育学]