西藏与内地西藏班(校)学生合作能力比较研究  

Comparative Research on the Collaboration Ability of Students in Tibet and Tibetan Students in Neidi Classes(Schools)

作　　者：贺能坤[1] 

机构地区：[1]重庆市人文社会科学重点研究基地重庆文理学院非物质文化遗产研究中心,重庆402160

出　　处：《贵州民族研究》2015年第3期222-226,共5页Guizhou Ethnic Studies

基　　金：国家社科基金西部项目"内地西藏班教育成效及其对西藏教育发展影响研究"(11XMZ040);西藏自治区哲学社会科学专项资金项目"三包经费政策背景下西藏基础教育发展与改革的影响因素及对策分析"(12BMZ001)成果

摘　　要：合作能力是素质教育的重要内容,更是民族教育的重要使命。围绕合作能力的四个维度——合作意愿、合作行为、合作素养、合作主观感受的调查发现,内地西藏班(校)学生和西藏学生在与人合作互助意愿、积极倾听他人的意见、替他人着想、有错时主动向对方道歉、与他人交往的感受5个方面具有显著差异,在有矛盾主动沟通、满意班上的人际关系两个方面没有显著差异。内地西藏班(校)的环境差异是影响合作能力培养的重要因素。Cooperation ability is an important content of quality education,and an important task of minority education.According to the survey on the cooperation ability's four dimensions such as cooperation intention,cooperative behavior,cooperative accomplishment and cooperation experience,the results suggest that having the cooperation intention,listening to the different ideas,putting oneself in else's shoes,making an apology to others,and feeling of the relationship with others have significant difference between Tibetan students in Neidi and Tibet. However,there is no significant difference on the communicating effectively in conflict and being satisfied with the classmate's relationship. The difference of environment in Neidi schools is an important factor affected the cooperation ability of these Tibetan students.

关 键 词：内地西藏学生 合作能力 环境差异 

分 类 号：G752[文化科学—教育学]