我国民族地区地方课程开发研究.pdf

2006M4(9315)EDUCATIONALRESEARCHNo.4,2006General,No.315SBuZ7?*王鉴K1民族地区的地方课程开发模式可以概括为/国家专门机构统一协作a多省区联合开发a不同层次民族自治区共同使用0,其理论基础在于地方性知识的教育价值及多元文化教育的全球理念b民族地区地方课程的目标是在/中华民族多元一体格局0理论的指导下,立足于各民族优秀的文化知识,放眼全球多元文化教育的发展特点,培养具有多元文化知识a态度与能力的一代新人b地方课程的内容包括生态环境a生产生活a民风民俗a社会历史a传统科学a民族艺术和语言文学等七个方面b1oM民族地区；地方性知识；地方课程；多元文化教育Te王鉴,西北师范大学西北少数民族教育发展研究中心常务副主任,教授a博士(兰州730070)SBuB+y5,PVSEB8/,Bu9y+yNy7|+yb.dBu:SE+B,SEdB9$,7!B,B3bwQ,Bu?3M,v9FB1,i|+yZM8QBu,7T:SE+BuZ+BunbS|Bu3=vBS,B3aaNaaa33aSabBaBuZ7?T84S-1ZLlT,3il5:BZLTu；=S=Z7?NTC8bn5,-1Ll(Z8B)!b11ZSEZ,yZSEvLZs,B)ZbB,Z8B)77?,u1&14bTTZBTSL=,SBuL=bSBu7,V8B)!ZT8u7?BZTb1In)24)*本文系教育部人文社会科学重点研究基地2005年度重大研究项目/我国少数民族教育政策体系研究0(项目批准号:05JJD880064)的阶段性研究成果bB#Bu+MbQ,YL,STr7?y!N,7OZ,*Z,7?ZILbS8B)7?Z,BusGbSBBaSE,jjB?r7?aBu+B+ZbB,SB1,VA,Bu,ZB/Z0；VuA,1saZaa+a28ubsaa63#VCyY,8usY7?BZA1,7O9Vby8uBB,8uVxT7?BuZ,7?ZV8uBnPbS6V,7OBCLp,OS120W50M,8uxT7?BLlb8uB7?y!BBZ,V81B4,9-7?BuZ1bZB1EaTB)Bn,9VPt8u7?BZbS=B/val0+BBB+,BuZ7?TV/SEdBxTa8u7?aQB1uP0b/SEdBxT01SE/!BSEBY/!BF7Bu$5lF,3FBuZ!9a7?aLaN5T,+yBY,SEYdB5b/8u7?01BBgM8uW,SEdBxT/,BZSaIa=aLNbSXt8uBIrTF38u7?B3,1976MT8u(=aCaaaaa1aaZa)xTlF,1975M8(Caaa)7xTlF,1982M8u(aZaa+a2)xTlF,xTlF13xB3?aIa5bN$,BvtF?S,BuZSaITbBf,TBB1B8,58F3BuZ7?b8+B1E:2%B1EaTB1EaFBB1Ebt8+BuZ18)5F37?b/QB1uP0SEdBxT/,8u7?BuZ#,VBBQ1u(1ua1a1E)P,8uBuZ7?QBZV1ua82B1a8?B1EBnPb=aBuZ7?S=SnmY/BB80,S/B80b/0BM1SE,BuZa8Qb/B80B+$MBS.dM,qqE8,B,BMbS20W50MSE8,QBNaCL,XNvqBl,V)25),b1p/,BZ,)SE,Q,FvBMSE=1；6BZ,1YVBuZn,QBaZMbSBuZ7?9S:/BB80/,BMT,bo?Z+,!Ma?BbBuZ7?8S1/+b1.BB1-,CnS-,B(1-8=,BaBaTB8bCn,s,BMn=4vHbiB|,Bn:ZT.,AUv3,VB+f#1&?ZNb7)8Z7?,1|BK=nv,PB3gBTH,!BfaN4bSBu+1,yN,BuZ=1QBu1f,1Q+,|=Bu33,PZ=3&HY,$3s,a3CL$,?31,!37*Ll?b2.!A?B,B8b+BB1-.d,HuqB.d,qB.dHHVnBbyN,BBSE,SA9F/!3BiA?0b81sM41-BH,YVBBMsBs,7?,?7YB,?As,?zWTb3.yB*aaSS7?BuZInB3+,V=aZEN8yB*aaSSb!9,8BB,1BY,sBs5,na9a,Qa1B3,PanBM,iNsBNaa3M1=b1B31-,7O1bB8V=ZEZ+y,1pN?zB*S8*bt1M,5,1iaZESb-,B=1B,VCfA,u17?IB18bBrMYVBVC,1BNa,GB8ZC(aBAs,CLBICJrq3f,BT$7Tq,PBC_qVt_b?BZM#T,BuZ=.BT1&1b3；82B17?VlM)uBvZ,WFS=EaEaEa=a3E)$,BuZ=)26)3a33aaNa.dSaBZ,8/b3:+aaaa,Baa6aaay!；33:Ja3ZTa#Tai；:QaeaaJ,W.d；N:aNa；a+YafaY；.dS:?aaDay；B:aya$wa(Laa；:Ba.a,a#YaaaaaqalbVo,t=KaVVSEaNaa3aaS,SE1Q56B1MDbZn1da8QBT,9BuaB+abV1,),SE,988%90%,BK,1,YVMbS?BuZn110%12%,Ll,a,8CZ+,BuZn1v,e15%20%Wabd:BSBe,+qB55BbySB/val0+,BBBubBZ9BuZB4Eb+%.BM.P:,1962.2.Semali,L.M.andKinchelce,J.L.Introduction:WhatisIndigenousknowledgeandWhyShouldWestudyIt?SeeSema-li,L.M.,andKincheloe,J.L.,ed.WhatisIndigenousKnowl-edge?VoicesfromtheAcademy,NewYorkandLondon:FalmerPress.1999.29.James.A.Banks.ApproachestoMulticulturalCurricu-lumReform.JamesLynch.MulticulturalEducationinAGlobalSociety.FalmerPress.1997.234.nmY/BB80Y/,B5X4BB8b(nauB8v,uBv1997M1；u/BB8X0SBv,uBv1996M4；kuBB8v,uBv1999M3；kuBB8Nv,uBv2004M2)AStudyonMinorityNationalityAreasLocalCurriculumDevelopmentinChinaWangJianAbstract:Thelocalcurriculumdevelopmentmodelforminoritynationalityareascanbesummarizedasunifiedcoord-inationbynationalspecialorganization,uniteddevelopmentbymult-iprovincesandregions,andcommonimplementationindifferentlevelsoftheminorityautonomyregions.Thetheoreticalfoundationofthemodelliesintheeducationalvalueofthelocalknowledgeandtheglobalconceptofthemulticulturaleducation.Minoritynationallocalcurriculumaimstobebasedonexcellentculturalknowledgeofminoritynationalities,tohavetheglobalmulticulturaleducationdevelopmentcharacteristicsinview,tocultivatethenewgenerationwithmulticulturalknowledge,attitudeandabilityguidedbythetheoryofthestructureofpluralisticintegrationoftheChinesenation.Thecontentsoftheminoritynationallocalcurricu-lumincludesevenaspects.Theyareecologyenvironment,productionandliving,minoritynationalitytradition,socialhisto-ry,traditionalscience,minoritynationalityartandlinguisticsetc.KeyWords:minoritynationalityareas,localknowledge,localcurric