试论清末民族教育政策  

On the Characteristics of Ethnic Education in the Late Qing Dynasty

作　　者：张建中[1] ZHANG Jianzhong

机构地区：[1]江西师范大学教育学院

出　　处：《现代教育论丛》2021年第3期36-42,94,共8页Modern Education Review

摘　　要：清末是我国政府在边疆民族地区发展新式教育的第一个阶段。期间,清政府发展民族教育旨趣明确,主要是为了稳定边疆政局、巩固政权统治。同时,受治边传统及中东部地区政局的影响,清政府主要面向蒙新藏地区发展民族教育,并自下而上出台各种民族教育政策措施。但在此过程中,清政府侧重发展语言教育、初等教育和实业教育,而对其他教育不够重视;顶层设计也相对薄弱;某些民族教育政策措施还不切合边疆实际。这些问题使得清末我国民族教育的发展窒碍难行。The late Qing Dynasty is the first period to develop modern education in frontier ethnic areas for Chinese government.During the period,the target for the Qing Dynasty to develop ethnic education was mainly for the stability of frontier political situation and the consolidation of regime governance.Meanwhile,Due to the effect of the traditional governance of border areas and the regime of the middle eastern areas,the Qing government paid more attention to develop ethnic education towards the frontier areas-Mongolia,XinJiang and Tibet,and published various kinds of policies concerning ethnic education in a top-down way.However,in the whole period,the Qing government put extra emphasis on developing language education,primary education and industrial education and ignored other kinds of languages.Besides,the top-level design was comparatively weak and some ethnic education policies were not suitable for the frontier reality.Thus,the development of Chinese ethnic education becomes obstructive and difficult because of the problems in the late of Qing Dynasty.

关 键 词：清末 民族教育 发展 特点 

分 类 号：G750[文化科学—教育学]