本文選題：民族基礎教育 + 現(xiàn)狀��； 參考：《內蒙古師范大學》2005年碩士論文

【摘要】： 解放以來,特別是黨的十一屆三中全會以后,巴彥淖爾市民族基礎教育事業(yè)在黨和國家民族政策的光輝照耀下,取得了健康有序的發(fā)展,為全市經濟發(fā)展和社會各項事業(yè)進步作出了重大貢獻。但是民族基礎教育的發(fā)展水平,特別是蒙語授課中小學教育的發(fā)展與全區(qū)的發(fā)展水平和全市教育整體發(fā)展水平相比也存在著不少不容忽視的問題和一定的差距,與社會主義市場經濟的要求還有很多不相適應的方面。 本課題采用統(tǒng)計分析方法、調查研究的方法、定性分析和定量分析相結合的方法,首先分解放初期到“文革”前、“文革”期間、改革開放到社會主義市場經濟體制初步建立、國民經濟發(fā)展“九五”和“十五”規(guī)劃期間等四個階段簡要回顧了解放以來一直到2004年巴彥淖爾市民族基礎教育即蒙語授課中小學教育的發(fā)展情況,對其歷史的沿革和各階段的發(fā)展變化情況進行了分析和總結,找出了一些發(fā)展規(guī)律。其次,從巴彥淖爾市行政隸屬關系,蒙語授課中小學和學生情況與全市的平均水平對比、教師隊伍建設情況與全市整體水平對比等方面對民族基礎教育的現(xiàn)狀進行分析和歸納總結。第三,對民族基礎教育存在的問題,從蒙語授課中小學越來越少、生源越來越萎縮、師生比嚴重失調、中等教育結構單一、民族中等職業(yè)技術教育薄弱等幾方面進行研究和探討,對其存在問題的形成,從高校招生就業(yè)分配制度的改革、牧區(qū)民族學校自然消失、蒙古族兒童少年受生活環(huán)境的影響、民族教育政策的落實、辦學條件的差距、師資隊伍的問題等等方面進行詳細的分析。最后,提出了推進巴彥淖爾市民族基礎教育發(fā)展的思路,一是制定民族教育特殊政策,是民族基礎教育發(fā)展的重要保證;二是以“雙語”、“三語”教學改革為突破口,深化教學領域的改革,是提高質量的關鍵;三是堅持原則,明確布局,探索集團化辦學路子,穩(wěn)定基層民族學校生源;四是蒙語授課學校探索授課用語的多元化,為失去母語的兒童少年創(chuàng)造在母語學校接收漢語授課教育的條件;五是改革民族中等教育結構單一的局面,大力發(fā)展民族職業(yè)技術教育;六是加強師資隊伍建設,提高師資水平,穩(wěn)定學校布局,增加生源。 本研究課題旨在豐富民族教育理論研究,使更多專家學者對巴彥淖爾市民族基礎教育產生濃厚的興趣,投入更多的精力研究它、發(fā)展它;為各級政府的決策提供科學依據(jù),為巴彥淖爾市民族基礎教育的發(fā)展服務,為蒙古族優(yōu)秀文化的傳承服務,為全市的經濟發(fā)展和社會各項事業(yè)的進步服務。
[Abstract]:Since liberation, especially after the third Plenary session of the 11th CPC Central Committee, the cause of basic education for ethnic minorities in Bayannur City has developed healthily and orderly under the brilliance of the Party and the national policies of the State. For the city's economic development and social progress has made major contributions. However, the level of development of basic education for ethnic groups, especially the development of primary and secondary education in Mongolian language, compared with the level of development of the whole district and the overall level of education in the whole city, also has many problems and certain gaps that cannot be ignored. And the requirement of socialist market economy still has a lot of incommensurate respect. This subject adopts the statistical analysis method, the investigation method, the qualitative analysis and the quantitative analysis method. First of all, it is divided into the early liberation period, before the "Cultural Revolution" and during the "Cultural Revolution", the reform and opening up to the initial establishment of the socialist market economy system. The four stages of the "Ninth Five-Year Plan" and the "Tenth Five-Year Plan" for the development of the national economy have briefly reviewed the development of basic education for ethnic minorities in Bayannur City from liberation to 2004, that is, primary and secondary education taught in the Mongolian language. The evolution of its history and the development of each stage are analyzed and summarized, and some rules of development are found out. Secondly, from the administrative subordination of Bayan Nur City, the comparison between the situation of primary and secondary schools and students taught in the Mongolian language and the average level of the whole city. The present situation of national basic education is analyzed and summarized in the aspects of the construction of teachers and the whole level of the whole city. Third, with regard to the problems existing in basic education for ethnic groups, there are fewer and fewer primary and secondary schools taught in the Mongolian language, the source of students is shrinking, the teacher-student ratio is seriously misaligned, and the structure of secondary education is single. This paper studies and discusses the weakness of secondary vocational and technical education of ethnic groups, and discusses the formation of its existing problems, including the reform of the system of enrollment and employment distribution in colleges and universities, the natural disappearance of minority schools in pastoral areas, and the influence of the living environment on Mongolian children and adolescents. The implementation of national education policy, the gap between school conditions, the problems of teachers and so on are analyzed in detail. Finally, the author puts forward some ideas to promote the development of basic education for nationalities in Bayan Nur. One is to formulate a special policy of ethnic education, which is an important guarantee for the development of basic education for ethnic groups; the other is to take the reform of bilingual and trilingual teaching as a breakthrough. Deepening the reform in the teaching field is the key to improving the quality; third, it is necessary to adhere to the principle, make clear the layout, explore the way of running schools by collectivization, and stabilize the source of students in grass-roots ethnic schools; fourth, the Mongolian language teaching schools explore the diversity of teaching terms. To create conditions for children and adolescents who have lost their mother tongue to receive instruction in Chinese in mother tongue schools; fifthly, to reform the structure of national secondary education and vigorously develop vocational and technical education for ethnic groups; and sixth, to strengthen the construction of teachers. Improve the level of teachers, stabilize the distribution of schools, and increase the number of students. The purpose of this study is to enrich the theoretical research on ethnic education, to make more experts and scholars have a strong interest in basic education for ethnic minorities in Bayannur City, to devote more energy to studying it and to develop it, and to provide scientific basis for the decision-making of governments at all levels. It serves for the development of basic education for nationalities in Bayannur, for the inheritance of outstanding Mongolian culture, for the economic development of the whole city and for the progress of various social undertakings.
【學位授予單位】：內蒙古師范大學
【學位級別】：碩士
【學位授予年份】：2005
【分類號】：G759.2

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