本文選題：少數(shù)民族 + 高考��； 參考：《內(nèi)蒙古大學(xué)》2017年碩士論文

【摘要】：論文依據(jù)歷史、現(xiàn)實(shí)和未來的時(shí)間脈絡(luò),以少數(shù)民族高考招生問題為切入點(diǎn),從招生政策現(xiàn)實(shí)存在的問題入手,對(duì)少數(shù)民族高考招生政策進(jìn)行了研究,提出"雙一流"背景下少數(shù)民族高等教育招生政策改革與完善的構(gòu)想�；跉v史性視角看來,自1950年以降,我國少數(shù)民族高考招生政策經(jīng)歷了四個(gè)階段:同等成績(jī),優(yōu)先錄取階段;嚴(yán)重摧殘,陷入低谷階段;民族預(yù)科,成就非凡階段;科學(xué)分類,完善政策階段。隨著政策運(yùn)行環(huán)境的不斷變化,目前我國少數(shù)民族高考招生政策在實(shí)踐層面面臨諸多問題,主要表現(xiàn)在以下幾個(gè)方面:一是少數(shù)民族考生生源質(zhì)量下降,原來本科500分才可以被錄取的學(xué)�；�?qū)I(yè),基于優(yōu)惠政策,可能錄取分?jǐn)?shù)線被下調(diào)至400分,學(xué)生的學(xué)習(xí)能力差別很大;二是絕大多數(shù)少數(shù)民族考生選擇學(xué)校和專業(yè)受限,供需不平衡狀態(tài)凸顯;三是教育本身具有一定周期性,且結(jié)果無法預(yù)期,無法僅僅根據(jù)少數(shù)民族的教育資源占有量來衡量誰最應(yīng)該受到照顧,也就是說教育的前期投入與后期產(chǎn)出很難體現(xiàn)是正相關(guān)的關(guān)系;四是由于政策制定者與執(zhí)行者對(duì)政策的利益出發(fā)點(diǎn)不同,導(dǎo)致政策結(jié)果與政策初衷存在偏差�？傊�,局限性日益凸顯,亟待調(diào)整完善。參照美國、澳大利亞在招生照顧政策目標(biāo)價(jià)值、政策特點(diǎn)等方面的經(jīng)驗(yàn),我國少數(shù)民族高考招生政策應(yīng)從宏觀、中觀和微觀層面統(tǒng)籌改革。在宏觀層面,要調(diào)整影響政策改革發(fā)展路向的各相關(guān)因素的關(guān)系,并且加強(qiáng)政策的合法性與合理性;中觀層面,要協(xié)調(diào)各相關(guān)主體之間的關(guān)系,保持政策制定、執(zhí)行、監(jiān)督的連貫性,使政策主體能夠各盡其責(zé);微觀層面,通過合理制定加分、降分政策,重點(diǎn)突出教育公平中"精準(zhǔn)照顧"的主導(dǎo)作用,減少不必要的加分,幫助少數(shù)民族考生能夠獲得均等的入學(xué)機(jī)會(huì),從而使少數(shù)民族高考招生政策在教育改革過程中發(fā)揮更大的作用。
[Abstract]:On the basis of history, reality and future time, this paper studies the enrollment policy of ethnic minority college entrance examination from the point of view of the problems existing in the reality of enrollment policy. This paper puts forward the idea of reforming and perfecting the enrollment policy of ethnic higher education under the background of "double-class". From the historical point of view, since 1950, the enrollment policy of the college entrance examination of ethnic minorities has experienced four stages: equal achievement, preferential admission stage, severe destruction, falling into a low stage, national preparatory course, remarkable achievement stage, scientific classification, Perfect the policy stage. With the continuous change of the policy environment, at present, the enrollment policy of the national minority college entrance examination in our country is facing many problems in practice, mainly in the following aspects: first, the quality of the students of minority nationality students is declining. The original school or major in which 500 points of undergraduate courses can be admitted may be lowered to 400 points on the basis of preferential policies. The students' learning ability is very different; second, the vast majority of ethnic minority candidates are restricted in their choice of schools and major. The imbalance between supply and demand is prominent; third, education itself has a certain periodicity, and the results cannot be expected. It is impossible to measure who should be taken care of only by the amount of educational resources held by ethnic minorities. That is to say, it is difficult to reflect the positive relationship between the early input and the later output of education; fourth, the policy outcome and the original intention of the policy are deviated from each other because the policy makers and the executors have different starting points for the benefit of the policy. In short, the limitations are becoming increasingly prominent, need to be adjusted and improved. Referring to the experience of the United States and Australia in the aspects of the objective value and policy characteristics of the enrollment policy, the enrollment policy of the national minority college entrance examination should be reformed from the macro, the meso and the micro levels. At the macro level, we should adjust the relationship between the relevant factors that affect the development direction of the policy reform, and strengthen the legitimacy and rationality of the policy; at the middle level, we should coordinate the relations among the relevant subjects, and maintain the policy formulation and implementation. The consistency of supervision enables policy subjects to perform their respective responsibilities; at the micro level, by rationally formulating bonus points and reducing score policies, emphasis is placed on the leading role of "precision care" in education equity, so as to reduce unnecessary bonus points. To help ethnic minority students to get equal access to school, so that the national college entrance examination enrollment policy in the process of education reform play a greater role.
【學(xué)位授予單位】：內(nèi)蒙古大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G759.2

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