民族团结进步教育概念的内涵与要素——基于结构化理论的视角  

The Connotation and Elements of the Concept of National Unity and Progress Education——From the Perspective of Structuration Theory

作　　者：曹能秀[1] 宋南争[1] 王福友 Cao Nengxiu;Song Nanzheng;Wang Fuyou(Faculty of Education,Yunan Normal University,Kunming 650500,Yunnna,China;Xishuangbaniia Group of Shanghai Yunnan Aid Cadre Liasion Office,Xishuangbanna 666200,Yunnan,China)

机构地区：[1]云南师范大学教育学部,云南昆明650500 [2]上海援滇干部联络组西双版纳小组,云南西双版纳666200

出　　处：《学术探索》2021年第11期150-156,共7页Academic Exploration

基　　金：国家社会科学基金项目(20BMZ073)。

摘　　要：做好民族团结进步教育工作,关键在"人"。但是,目前对于民族团结进步教育的认识存在主体性"缺位",能动性被遮蔽等问题。本文以吉登斯结构化理论为视角,以结构二重性为主线,认为民族团结进步教育作为一种社会活动,一方面需要以国家为主导构建"自上而下"的规范体系,另一方面更应充分发挥人的能动性。民族团结进步教育包含"团结"与"进步"的目标追寻、对象与主体统一的各族人民和教育纽带作用的充分发挥。人的能动、资源的融合以及规则的遵循是深化民族团结进步教育的基本要素。The key to national unity and progress education lies in the“people”.However,there are some problems in the understanding of national unity and progress education,such as absence of subjectivity and shadowing of initiative.This paper holds that national unity and progress education as a social activity,needs to be led by the state to build a normative system,and on the other hand,human initiative should be given full play in it,from the perspective of Giddens structuration theory and with the dual structure as the main line.The education includes the pursuit of the goal of“unity”and“progress”,people of all ethnic groups with unified object and subject,and the full play of the role of education as a bond.And human initiative,resource integration and rule compliance are the basic elements to deepen the national unity and progress education.

关 键 词：民族团结进步教育 内涵 要素 能动性 

分 类 号：G75[文化科学—教育学]