【摘要】：西藏偏遠地區(qū)的"撤點并校"問題,不僅關(guān)涉國家撤點并校政策下的公平與效率兼顧等同質(zhì)性問題,更重要的是因特殊的地理、文化環(huán)境所產(chǎn)生的多元文化與鄉(xiāng)土文化博弈等異質(zhì)性問題。文章對西藏偏遠牧區(qū)教學點進行了較細致深入的個案研究,從教學點運行的困境到"撤點并校"政策的邏輯起點、實施路徑和文化結(jié)果等層面予以了剖析。研究顯示:案例教學點除保障就近入學外,難以保障教學質(zhì)量和經(jīng)費有效運用,即公平和效率效果都不能實現(xiàn);其次,基于不同的政策邏輯出現(xiàn)了教學點被邊緣化和"自下而上"式政策實施路徑缺失的問題;最后,基于民族地區(qū)的文化視角,存在多元文化教育的需要與鄉(xiāng)土文化的傳承發(fā)展在政策實施結(jié)果上的矛盾。建議以教育公平邏輯為起點,分類實施教學點的撤并布局;以本土和外來教師隊伍建設(shè)為突破口,實現(xiàn)村落鄉(xiāng)土文化發(fā)展與學生多元文化教育目標的和諧共生。
[Abstract]:The problem of "relocating and merging schools" in remote areas of Tibet is not only related to the homogeneity of equity and efficiency under the national policy of withdrawing and merging schools, but more importantly because of its special geography. The heterogeneity of multiculturalism and local culture caused by cultural environment. This paper makes a detailed and thorough case study on the teaching sites in remote pastoral areas in Tibet, from the dilemma of the operation of the teaching points to the logical starting point of the policy of "withdrawing the points and combining the schools", the implementation path and the cultural results, and so on. The research shows that the case teaching points are difficult to guarantee the teaching quality and the effective use of the funds except to guarantee the nearest entrance, that is to say, the fairness and efficiency effect can not be realized; Secondly, on the basis of different policy logic, there are some problems such as the marginalization of teaching points and the lack of "bottom-up" policy implementation path. Finally, based on the cultural perspective of ethnic areas, there is a contradiction between the need of multicultural education and the inheritance and development of local culture in the implementation of the policy. It is suggested to take the logic of education equity as the starting point to classify and implement the merge layout of teaching points and to realize the harmonious symbiosis between the development of village local culture and the goal of multi-cultural education of students by taking the construction of local and foreign teachers as the breakthrough point.
【作者單位】： 西藏大學教育學院;西藏那曲縣古露鎮(zhèn)中心小學;
【基金】：2013年度教育部人文社會科學研究西藏項目“多元文化視角下西藏小學教學點研究”階段性成果,項目號:13XZJC880001
【分類號】：G759.2

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