【作者】 井祥贵；

【导师】 张诗亚；

【作者基本信息】 西南大学 ， 教育学原理， 2011， 博士

【摘要】 在现代化与全球化进程中,我国民族教育肩负双重使命,一方面是共性的教育,即要传授普适的科学文化基础知识,以利于少数民族学生成为合格的中国公民乃至与国际接轨；另一方面是个性的教育,即要继承和弘扬少数民族传统文化,以培养少数民族学生成为其民族文化的“活化”传承载体。因此,找到共性教育与个性教育的平衡点以实现二者的有机融合,便是实现少数民族及其教育现代化的关键所在,这也正是本研究的基本出发点。纳西族学校在处理共性教育与个性教育二者关系的问题上,取得了相对显著的成效,在链接学校教育与民族文化传承的断裂方面有一定典型性。纳西族文化缘何进入校园?纳西族学校是如何传承民族文化的?其学理依据是什么?有何普适意义?这些都成为本研究的焦点。以往对于二者关系的研究多集中于双语教育、课程开发及多元文化师资等某一侧面,或是做一些简单地理论思辨,缺乏较系统全面的实证研究,这给本研究留出了突破口。本研究以纳西族学校民族文化传承为个案,遵从结构-功能主义研究范式,综合运用问卷、参与式观察、半结构性及非结构性访谈等田野调查法,辅以文献法及比较法,对该问题进行了深入的探讨。本研究首先对纳西族文化进校园的必要性做了分析；接着从内部要素、外部因素及其相互间的影响方式等方面对纳西族学校民族文化传承机制做了剖析,并指出了取得的成效和存在的问题；继而对纳西族学校如何更好地处理共性教育与个性教育关系的问题进行了理论思考,并对不同国家和地区的相关经验作了比较以资借鉴；最后,对纳西族学校民族文化传承机制的完善作了反思并提出了具体建议。本研究认为,在现代化语境下,纳西族文化进入校园传承有其必要性。一方面,纳西族文化是其独特生态系统的产物,表现出交融性、独特性与开放性等特征;纳西族文化的传承过程也正是其通过对纳西族人生存与适应技能的培养,民族凝聚力、集体意识的养成等方面实现对纳西族人濡化教育的过程。这为其进校园传承提供了客观条件与依据。另一方面,纳西族文化在现代化进程中逐渐失去了原有的生存基础,其传承的固定空间被打破,面临生存和发展的困境。因此,将纳西族文化纳入校园是对文化断裂的接续传承。从其传承机制的内部要素来看,纳西族学校民族文化传承主要有三种途径,即课程开发、课堂教学以及团体活动。其中,课程开发的主体主要为纳西族文化方面的研究人员、专家和一线教师,其内容主要涉及知识普及型文化和展示型文化,从类型来看,主要有地方课程、校本课程和潜在课程；课堂教学中的民族文化传承方式主要有单独设科和学科渗透两种类型,研究表明,受教育者的学习兴趣、教育者的意识和素质对课堂教学中民族文化传承有明显的影响；团体活动主要是对技能掌握型文化以及活动娱乐型文化的传承,通常以举办各种兴趣班、兴趣小组、组织艺术团以及开展各种主题活动的方式进行。以上三种模式是在科学规划、科研工作及相应管理的助推下运行的。纳西族文化传承与普适的科学文化知识传授之间形成了相辅相成、相互促进的关系。而从外部因素来看,社会环境、政策支持和经费支持都对纳西族学校民族文化传承有一定的影响。总之,纳西族学校初步形成了“以点带面”、内部要素与外部因素合力互动的民族文化传承机制。研究发现,纳西族学校民族文化传承在培养学生民族认同感、链接学校教育与民族文化传承、促进纳西族教育改革及拉动纳西族地区经济社会发展等方面取得了初步的成效,但也存在一些问题。如教材偏重“知识传授”缺乏“层次体系”；师资匮乏；评价制度中民族文化的“失语”；保障体系不健全；学校内部要素间配合不够,校际间的互通不足等。针对以上问题,结合国内外民族学校教育改革的经验及相关理论,本研究提出纳西族学校教育应处理好以下几对关系：一是“国家与地方”的平衡；二是“传统与现代”的融合；三是“共性与个性”的统一本研究认为,在现代化进程中纳西族教育应基于文化“位育”思想,重新定位：凸显对民族学生个体发展的人文关怀、注重教师专业发展的价值诉求、形成纳西族学校教育中民族文化的“种子式”、“基因式”传承机制。据此,本研究建议从完善民族文化课程开发机制、注重教师多元文化素质的提升、拓展学科教学渗透民族文化的空间等方面着力,秉持公正、合理、科学的民族文化传承原则,构建研-发-教一体化的纳西族文化学校教育传承体系。本研究综合运用教育学、文化学、人类学及社会学的相关理论与方法来探讨学校教育中共性教育与个性教育的关系问题,对于了解纳西族教育现状,探寻民族学校教育中普适科学文化知识的传授与民族文化传承有机融合的路径,重新定位我国民族教育的发展方向等问题都是有所助益的,对于拓展研究视角,丰富民族教育理论也有一定贡献。当然,本研究提出的一些具体政策层面的构想与建议,尚需在实践中检验。更多还原

【Abstract】 On the background of modernization and globalization, the education for ethnic minorities in China has the dual mission which concerns commonality education and individuality education. The former refers to the teaching of the universal basic knowledge of science and culture which facilitates the ethnic minority students to be qualified citizen in China’s modern society and even with international standards, while the later refers to the inheritance of traditional culture of ethnic minorities in school education to make the students qualified successors of their culture. Therefore, it’s crucial to find a balance between commonality education and individuality education to achieve an organic integration of the two, which is the basic starting point for this dissertation as well.A relatively significant effect has been achieved in dealing with the relationship between commonality education and individuality education in school education of Naxi nationality, which sets an example for the other nationalities. What is the necessity of introducing the traditional culture of Naxi into campus? How does the mechanism of traditional ethnic culture inheritance works in school education of Naxi? What about the theoretical basis? And is there any universal significance? All these questions become the focus of this dissertation.The previous studies on how to deal with the relationship between the two issues mainly focus on a side such as bilingual education, curriculum development etc. or simply theoretical speculation, Lacking of a systematic empirical research. In view of this, the study takes the inheritance initiatives of ethnic cultural of Naxi in school education as a case to analyze the above question, mainly using the research methods of field work such as questionnaire, participant observation, semi-structured and non-structured interviews, supplemented by the literature method and comparative method. During the analysis, the study complies with structural functionalism paradigm, from the perspective of cultural symbiosis and cultural adaptation.The study firstly analyzes the necessity of why introducing the traditional culture of Naxi into campus and then explores the inheritance mechanism of traditional culture of Naxi in school education from such aspects as the internal elements, external factors and their interaction way, pointing out the achievements and the problems. Next, the study makes some theoretical thinking on how to deal with the relationship between commonality education and individuality education and then compares and learns from the relevant experience of different countries and areas. Finally, the study, according to the above analysis, reflects on how to improve the mechanism and proposes some specific recommendations.This study suggests that the traditional culture’s being introduced into campus is necessary in the modern context. On the one hand, the traditional culture of Naxi is the product of a unique ecosystem with the feature of integration, distinctness and openness and it achieves its enculturation function such as the training of production and survival skills, the development of national cohesion and collective consciousness etc. on Naxi people during the inheritance from generation to generation, which provides an objective conditions and basis for the inheritance in school education. On the other hand, the traditional culture has gradually lost its original survival basis and heritage space so as to face a survival and development dilemma outside the school system. Therefore, the introduction of Naxi culture into campus is the continuation of its heritage.There are three ways of traditional culture inheritance in school education of Naxi, which includes curriculum development, classroom instruction and group activities. The curriculum developers are mainly researchers and experts of Naxi culture and some teachers. For the content, it mainly involves literacy-based culture and exhibition-style culture of Naxi. Whereas seen from the type, it mainly involves local curriculum, school-based curriculum and potential curriculum. The type of Naxi culture inheritance in classroom instruction includes the establishment of an independent subject and the penetration in the other subjects. The study finds that educatees’interest, educators’ consciousness and quality have an obvious influence on the inheritance in classroom instruction. Group activities mainly involve skill-mastered culture and recreation culture. Usually, organizing kinds of interest groups, art ensembles and carrying out thematic activities are the main methods of group activities. All the above ways of culture inheritance are carried out under scientific planning, research and corresponding management. The commonality education and individuality education are complementary and mutually reinforcing relationship in school education of Naxi. Besides, seen from the outer factors, social environment, policy and financial support are all have some impact on cultural heritage of Naxi in school education. In short, it has formed a "from-point-to-area" heritage mechanism of Naxi culture with the resultant interactive between the internal elements and external factors in school education of Naxi.The study finds that they have achieved some preliminary results on traditional culture inheritance of Naxi in such aspect as the development of national self-confidence of the students, the link of school education and Naxi traditional culture inheritance, the promoting of Naxi education reform and the stimulating of local economic and social development etc. However, there are still some problems to be solved. For instance, the tendency of emphasis on historical knowledge instruction while neglecting the cultivation of humanity in curriculum development, the lack of teaching materials level and without forming system, the lack of teachers of Naxi culture inheritance, the evaluation system being rigidity and convergence of the Han school, the security system and the communication and cooperation needing improving. Combined with the experience home and abroad and related theories, the study proposes that the following pairs of relations should be handled properly to solve the above problem in school education of Naxi, which include the balance of "state and local", the integration of "tradition and modernity" and the unity of "commonality and individuality". The study suggests that the education for Naxi should be repositioned based on cultural adaptation thinking in the modernization process of China, Highlighting the humanistic care of the individual development and focusing on the value demands of teachers’professional development and finally forming the "seed-typed" and "gene-typed" inheritance mechanism of Naxi traditional culture in school education. According to these thoughts, the study provides such recommendations as improving the curriculum development mechanism of Naxi cultural inheritance, emphasizing on the the enhance of multicultural quality of teachers, expanding the space of the penetration of Naxi culture in classroom instruction, adhering to an impartial, rational, scientific principle of culture inheritance, building an integrated transmission system which contains researching, development and instruction of Naxi traditional culture in school education.The study analyzes the relationship between commonality education and individuality education using interdisciplinary theories and methods, which involves pedagogy, anthropology, ethnology and sociology etc.. The study will be helpful on understanding the education status for Naxi nationality, exploring the organic integration path of commonality education and individuality education, repositioning the development direction of education for ethnic minorities in China. In addition, the study may have certain contribution to the expansion of research perspective and enriching the theory of education for nationalities. However, the specific ideas and policy recommendations proposed in the dissertation still need testing in practice in the future.更多还原