高校民汉合班教学中铸牢中华民族共同体意识的逻辑——基于哈贝马斯交往行为理论的分析  

Logic of building a strong sense of community among the Chinese nation in the teaching of Min-Han combined classes in colleges and universities——An analysis based on Habermas’ Communicative Behavior Theory

作　　者：韩彦 Han Yan

机构地区：[1]新疆师范大学 [2]喀什大学

出　　处：《西藏发展论坛》2023年第1期73-80,共8页

基　　金：国家社科基金一般项目“新时代我国民族地区高等教育高质量发展研究”(项目编号:21BMZ060);喀什大学科研课题:乡村振兴背景下南疆幼儿园教师队伍质量现状及提升策略研究([2022]1759)等阶段性成果。

摘　　要：民汉合班教学是将不同民族学生组成行政班级,统一使用国家通用语言、使用同一教材,按照同一进度进行的教学,是民族地区高等教育为提高教育教学质量,进一步铸牢中华民族同体意识而推行的一项重要措施。文章以哈贝马斯交往行为理论为依据,构建了以文化、社会、个性为维度的分析框架,并从个体、个体与他人、生活世界方面分析了民汉合班教学中铸牢中华民族共同体意识的逻辑理路,提出了语言媒介-身份依据、教学主体-身份发展、学习内容-身份认知、组织规范-身份确认的实践逻辑。Min-Han combined classes teaching means that students from Han and different ethnic groups are organized into the same administrative classes, which use the common national language and the same textbooks in accordance with the same progress. It is an important measure for higher education in minority areas to improve the quality of education and teaching and further build a strong sense of community among the Chinese nation. Based on Habermas’ Communicative Behavior Theory, this paper constructs an analytical framework that takes culture, society and personality as dimensions. From the aspects of individual, individual and others, and the living world, this paper analyzes the logical way to forge a strong sense of community among the Chinese nation in the teaching of Min-Han combined classes, and puts forward the practical logic of language media-identity basis, teaching subject-identity development, learning content-identity cognition, organizational norms-identity confirmation.

关 键 词：民汉合班 交往行为理论 逻辑 

分 类 号：G641[文化科学—高等教育学]