瑤山白褲瑤學校教育價值取向研究
發(fā)布時間：2018-09-07 08:48
【摘要】：民族地區(qū)學校教育的特殊性主要表現(xiàn)在三個方面,一方面是學校教育基礎(chǔ)薄弱,這種薄弱的現(xiàn)狀表現(xiàn)在基礎(chǔ)設(shè)施、師資數(shù)量和質(zhì)量、學生輟學及學業(yè)成就低下等各個方面：二方面是民族學校教育和漢族學校相比面臨著傳承民族文化的重要使命。第三個方面是民族地區(qū)學校教育還肩負著讓民族地區(qū)學生實現(xiàn)國家認同和民族認同等政治使命�，幧桨籽潿幰蚱涮厥獾牡乩砦恢煤蛡鹘y(tǒng)文化保存相對完整等原因,是民族地區(qū)學校教育的典型代表。本文試圖從學校教育價值取向的角度出發(fā)來分析瑤山白褲瑤學校教育的現(xiàn)狀和其面臨的種種問題并為解決其面臨的問題提供一個宏觀思路。在研究方法上筆者并未采用討論教育價值取向問題時常用的思辨方法,而是從民族學校教育的現(xiàn)狀出發(fā),分別分析了影響本土化和現(xiàn)代化兩種教育價值取向的動力因素、探討了本土化和現(xiàn)代化兩種教育價值取向的良性互動和不良互動。其中,良性互動是社會變遷和文化轉(zhuǎn)型過程中學校教育與民族傳統(tǒng)文化的融合過程,是對民族文化的提升與豐富的過程。不良互動主要表現(xiàn)在學校教育質(zhì)量方面,輟學問題依然存在、學業(yè)成就不甚理想,就業(yè)問題突出。隨后,文章從學校和學生兩個方面分析了不良互動的主要原因。制度化的學校教育以傳遞主流文化為主,無暇顧及民族文化傳承,但是低齡寄宿增加了學校的責任,剝奪了家庭教育和社區(qū)教育傳遞民族文化的時間和空間；對學生而言,有學校和家庭二重生活情境需要適應,同時還存在較為嚴重的民族自卑心理。最后,本文提出學校教育價值取向的調(diào)適原則是以人為本和位育原則,學校教育價值取向的調(diào)適路徑是劃清學校教育傳承民族文化的邊界和增強教師的民族文化自覺意識。在本研究中,筆者認為民族地區(qū)學校教育對于本土化和現(xiàn)代化兩種價值取向不應該持二元對立的思維方式,而應該辯證看待二者之間的關(guān)系。學校教育應該肩負一定的傳承民族文化的責任,但也應該充分發(fā)揮家庭教育和學校教育在傳承民族文化中的主力作用。其次,在傳承民族文化的過程中應該注意方式方法,并把傳統(tǒng)文化融合在現(xiàn)代化進程中,并樹立學生的民族自豪感和民族認同意識。學校教育的主要任務(wù)仍是傳遞主流知識,著力于提高學校教育的教育質(zhì)量仍是目前民族地區(qū)學校教育中應該重點解決的根本問題。
[Abstract]:The particularity of school education in ethnic minority areas is mainly manifested in three aspects: on the one hand, the foundation of school education is weak, and this weak situation is manifested in infrastructure, the number and quality of teachers, Students drop out of school and low academic achievement and other aspects: two aspects of ethnic school education compared with the Han school is facing the important mission of inheriting national culture. The third aspect is that school education in minority areas also shoulders the political mission of making students realize national identity and national identity. Due to its special geographical location and relatively complete preservation of traditional culture, Baikouyao is a typical representative of school education in minority areas. This paper attempts to analyze the present situation of the school education and its problems from the perspective of the value orientation of school education, and to provide a macroscopic way of thinking for solving the problems faced by the school. In the research method, the author does not adopt the common speculative method when discussing the problem of educational value orientation, but starts from the present situation of education in ethnic schools, and analyzes the motive factors that affect the localization and modernization of educational value orientation respectively. This paper discusses the positive interaction and bad interaction between the localization and modernization of educational value orientation. Among them, benign interaction is the fusion process of school education and national traditional culture in the process of social change and cultural transformation, and the process of promoting and enriching national culture. The bad interaction is mainly reflected in the quality of school education, the problem of dropping out of school is still existing, the academic achievement is not very good, and the problem of employment is prominent. Then, the article analyzes the main reasons of bad interaction from two aspects of school and students. The institutionalized school education is based on the transmission of mainstream culture and has no time to take into account the inheritance of national culture. However, young boarding increases the responsibility of the school and deprives the family education and community education of the time and space for the transmission of national culture; for students, The dual life situation of school and family needs to be adapted, and there is a serious national inferiority complex. Finally, this paper points out that the adjustment principle of school education value orientation is people-oriented and positive-education principle, and the adjustment path of school education value orientation is to delimit the boundary of school education to inherit national culture and to strengthen teachers' consciousness of national culture. In this study, the author thinks that the two value orientations of localization and modernization should not be dual opposites, but the relationship between the two should be viewed dialectically. School education should shoulder the responsibility of inheriting national culture, but it should also give full play to the main role of family education and school education in the inheritance of national culture. Secondly, we should pay attention to the ways and methods in the process of inheriting the national culture, and merge the traditional culture in the process of modernization, and set up the students' national pride and national identity consciousness. The main task of school education is still to transfer mainstream knowledge, and to improve the quality of school education is still the fundamental problem that should be solved in school education in ethnic minority areas.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G752
本文編號：2227784
[Abstract]:The particularity of school education in ethnic minority areas is mainly manifested in three aspects: on the one hand, the foundation of school education is weak, and this weak situation is manifested in infrastructure, the number and quality of teachers, Students drop out of school and low academic achievement and other aspects: two aspects of ethnic school education compared with the Han school is facing the important mission of inheriting national culture. The third aspect is that school education in minority areas also shoulders the political mission of making students realize national identity and national identity. Due to its special geographical location and relatively complete preservation of traditional culture, Baikouyao is a typical representative of school education in minority areas. This paper attempts to analyze the present situation of the school education and its problems from the perspective of the value orientation of school education, and to provide a macroscopic way of thinking for solving the problems faced by the school. In the research method, the author does not adopt the common speculative method when discussing the problem of educational value orientation, but starts from the present situation of education in ethnic schools, and analyzes the motive factors that affect the localization and modernization of educational value orientation respectively. This paper discusses the positive interaction and bad interaction between the localization and modernization of educational value orientation. Among them, benign interaction is the fusion process of school education and national traditional culture in the process of social change and cultural transformation, and the process of promoting and enriching national culture. The bad interaction is mainly reflected in the quality of school education, the problem of dropping out of school is still existing, the academic achievement is not very good, and the problem of employment is prominent. Then, the article analyzes the main reasons of bad interaction from two aspects of school and students. The institutionalized school education is based on the transmission of mainstream culture and has no time to take into account the inheritance of national culture. However, young boarding increases the responsibility of the school and deprives the family education and community education of the time and space for the transmission of national culture; for students, The dual life situation of school and family needs to be adapted, and there is a serious national inferiority complex. Finally, this paper points out that the adjustment principle of school education value orientation is people-oriented and positive-education principle, and the adjustment path of school education value orientation is to delimit the boundary of school education to inherit national culture and to strengthen teachers' consciousness of national culture. In this study, the author thinks that the two value orientations of localization and modernization should not be dual opposites, but the relationship between the two should be viewed dialectically. School education should shoulder the responsibility of inheriting national culture, but it should also give full play to the main role of family education and school education in the inheritance of national culture. Secondly, we should pay attention to the ways and methods in the process of inheriting the national culture, and merge the traditional culture in the process of modernization, and set up the students' national pride and national identity consciousness. The main task of school education is still to transfer mainstream knowledge, and to improve the quality of school education is still the fundamental problem that should be solved in school education in ethnic minority areas.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G752
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