从“五族共和化”到“中华民族化”:民国时期“边疆教育”的民族交融宗旨解析  

From“Republic of Five Ethnic Groups”to“Chinese Nationalization”:Analysis of Ethnic Integration Purpose of“Frontier Education”in the Republic of China Period

作　　者：杨思机[1] YANG Si-ji(School of History and Culture,South China Normal University,Guangzhou,Guangdong 510631)

机构地区：[1]华南师范大学历史文化学院,广东广州510631

出　　处：《中央民族大学学报（哲学社会科学版）》2024年第5期135-144,共10页Journal of Minzu University of China(Philosophy and Social Sciences Edition)

基　　金：国家民族事务委员会委托项目“全民族抗战与中华民族共同体的重铸”(项目编号:2023-GMI-112)的阶段性成果。

摘　　要：民国时期的“边疆教育”,具有教育普及和民族交融两大使命。其基本宗旨大致经历了从“五族共和化”到“中华民国化”,再到“中华民族化”的演变,最后以孙中山晚年平等团结“融合各民族为一个中华民族”的民族主义为准绳。为团结一致抗日,国民政府强调化特殊为一般,融歧异于大同,将边教宗旨调整为谋求境内各民族语言文化的统一,催生了描述民族文化交融的“涵化”一词。国民政府的“边疆教育”存在诸多问题、困难和流弊,相关经验教训可为当今发展民族教育、铸牢中华民族共同体意识提供历史借鉴。“Frontier education”in the Republic of China had two major missions of education popularization and ethnic integration.Its basic purpose roughly experienced the evolution from“republic of five ethnic groups”to“Chinese republic”,and then to“Chinese nationalization”,and finally it took Sun Yat-sen's equal unity and integration of all ethnic groups in his later years as a“new Chinese nation”nationalism as the criterion.In order to unite people and fight against Japan,the national government emphasized on mitigating the special into general,prioritizing harmony over differences,adjusted its border education principle to seeking the unity of various ethnic languages and cultures within the country territory,thus it generated the word“acculturation”which describes the integration of ethnic cultures.There were many problems,difficulties and disadvantages in the“border education”of the national government by then.The relevant experience and lessons can provide historical reference for the development of ethnic education and the fostering of a strong community sense of the Chinese nation.

关 键 词：边疆教育 五族共和 中华民族 涵化 

分 类 号：G520[文化科学—教育学]