摘要
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、多省区联合开发、不同层次民族自治区共同使用”,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。民族地区地方课程的目标是在“中华民族多元一体格局”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、态度与能力的一代新人。地方课程的内容包括生态环境、生产生活、民风民俗、社会历史、传统科学、民族艺术和语言文学等七个方面。
The local curriculum development model for minority nationality areas can be summarized as unified coordination by national special organization, united development by multi-provinces and regions, and common implementation in different levels of the minority autonomy regions. The theoretical foundation of the model lies in the educational value of the local knowledge and the global concept of the multicultural education. Minority national local curriculum aims to be based on excellent cultural knowledge of minority nationalities, to have the global multicultural education development characteristics in view, to cultivate the new generation with multicultural knowledge, attitude and ability guided by the theory of the structure of pluralistic integration of the Chinese nation The contents of the minority national local curriculum include seven aspects. They are ecology environment, production and living, minority nationality tradition, social history, traditional science, minority nationality art and linguistics etc.
出处
《教育研究》
CSSCI
北大核心
2006年第4期24-27,共4页
Educational Research
基金
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"(项目批准号:05JJD880064)的阶段性研究成果
关键词
民族地区
地方性知识
地方课程
多元文化教育
minority nationality areas, local knowledge, local curriculum, multicultural education
