教育公平视域下构建非民族类高校少数民族学生培养模式探析  

The Analysis on Building the Cultivation Mode for Minority Students in Non-ethnic Minority Universities Based on Educational Equality

作　　者：陈龙涛[1] 李淑华[1] 张洪峰[2] 梅春才[1] 张爽[3] 

机构地区：[1]吉林师范大学外国语学院,吉林四平136000 [2]吉林师范大学学生工作处,吉林四平136000 [3]吉林师范大学文学院,吉林四平136000

出　　处：《佳木斯大学社会科学学报》2017年第1期179-182,共4页Journal of Social Science of Jiamusi University

基　　金：吉林省社科基金项目:"国学教育与高校学生品德教育融合研究"(2015BS1);吉林省四平市社会科学基金项目:"基于社会融入视域下四平地区高校少数民族学生培养机制的构建"(2016112)

摘　　要：分析掌握教育公平的内涵及少数民族学生教育政策是非民族类高校对少数民族学生培养的前提保障。非民族类高校少数民族学生特点鲜明,在学业成绩等方面与汉族学生相比存在一定差异。起点公平、过程公平、结果公平是少数民族学生教育公平发展机理的三个重要组成部分。构建以"互联网+"为基础的创新管理方式、树立基于自我效能感理论的大学生职业生涯规划理念、建立多角度"精准化"育人培养模式、实行"三独立"模式精细化长效激励帮扶机制是非民族类高校基于教育公平视域对少数民族学生进行培养的有效途径。The prerequisite for training for minority students of the non-ethnic university is to analyze and grasp the connotation of educational equity and the education policy of minority students. There are many differences between the han students and the ethnic minority students from non-ethnic university in adapting campus life and school achievement,etc. Starting point equity,process equity and result equity are three important parts of the construction of the educational equity development mechanism of minority students. The effective ways of the cultivation for ethnic minority students in the perspective of educational equity is the construction of an innovation management mode based Internet +,establishment of career planning for college students based self-efficacy theory,and implementation of the ' three independent' model to support the mechanism of fine long-term incentives.

关 键 词：教育公平 少数民族学生 非民族类高校 培养模式 

分 类 号：G750[文化科学—教育学]