【作者】 孙德智；

【导师】 马健生；

【作者基本信息】 北京师范大学 ， 比较教育学， 2008， 硕士

【摘要】 自从西藏和平解放以来,全国教育援藏的行动就没有停止前进的步伐,内地办学正是其中作用最大和影响最深的重要举措。它对每个鲜活的藏族学生未来道路的设计与选择以及世界观、价值观、人生观的形成都起到了直接的指导作用。但是由于各种原因,这种特殊的教育方式还没得到深层研究,而且现有研究主要是量的研究。内地西藏班学生文化认同研究选择质的研究方法,采取访谈、观察和文献分析等手段,搜集内地西藏班学生文化认同的案例,从认知、情感和意向三个维度,考察内地西藏班学生对自身民族文化和主流民族文化在认同态度上的差异,思考教育与民族文化认同的关系。首先以个案调查的方式,细致地叙述一位具有代表性的内地西藏班学生的求学经历,完整地呈现内地西藏班学生对自身民族文化和主流民族文化的态度;然后集中表述全部样本学生对自身民族文化和主流民族文化,在认知沟通、情感接纳和意向趋同上的表现。研究结果表明,在内地西藏班学生来到内地之前,文化认同就在某种程度上已经存在,国家教育援藏的政策使得他们的文化认同得以浮现,变得更加强烈。在学校教育情境下,课程内容、思想教育和第二课堂等都把文化传统和意识形态作为知识进行着传递,内地西藏班学生面对主流民族文化与自身民族文化表现出多元一体的认同趋向。既保持了对自身民族文化在情感上的尊重和热爱,又表现出了对主流民族文化的接受;既注重了主流民族文化的实用价值,又保证了自身民族文化的长久发展。更多还原

【Abstract】 Our nation has been supporting Tibet through education since the peaceful liberation of this area in various ways. Running schools in the interior of our country is the most effective and influential way. For the Tibetan students, schools of this kind have provided direct guidance on their development of the outlook on life and social values. However, for various reasons, few deep researches has been done into this special kind of education, besides, the present researches are mainly quantitative.“Research on the cultural identity of students in‘Interior Tibet Class’”is carried out through qualitative research. The author collects the cases of cultural identity in the interior Tibet Class (ITC) by interview, observation and literature analysis. By analyzing these cases in perspectives of cognition, emotion and ideology, this dissertation exams the differences in attitude the ITC students experience when recognizing their ethnic and mainstream culture at the same time, and explores the relationship between education and ethnic cultural identity. Starting with case study, which describes the studying experience of a typical ITC student, this paper gives a whole picture of the students’attitude toward their ethnic and the mainstream culture. And after that, this dissertation describes all the sample’s behaviors on cognitive communication, emotional acceptance and ideological integration in the identity of their ethnic and the mainstream culture.The research indicates that, to some extent, cultural identity already existed before they come to interior. Our nation’s education policy on supporting Tibet has made this phenomenon more apparent. In the situation of school education, the curriculum, ideological education and extra-curriculum activities deliver the cultural tradition and ideology as“knowledge”on the students in the ITC. The students’behaviors show the inclination of integration when facing their ethnic and the mainstream culture. They love and respect their ethnic culture emotionally, at the same time, they accept the mainstream culture of the whole nation; they value the usefulness of the mainstream culture as well as the sustainable development of their ethnic culture.更多还原