改革开放40年来我国民族高等教育研究的发展历程及其主题演化趋势
|
摘要
改革开放40年来,我国民族高等教育研究经历了以"复苏与发展"为中心的启动阶段、以"改革与提质"为中心的探索阶段和以"内涵式发展"为中心的深化阶段的发展历程,取得了丰硕研究成果,逐步形成了多元化的研究趋势。但同时也存在系列问题:研究成果层次低、质量不高,研究主题相对封闭滞后、研究方法缺乏系统性和学科性等。为此,在未来发展空间拓展上,民族高等教育研究需仔细斟酌每个社会阶段的发展需求和热点问题,当前可从中华民族共同体意识培育、"双一流"建设、精准扶贫以及"一带一路"倡议等方面拓展和把握,凸显我国民族高等教育研究的前瞻性和时代性。
40 years of reform and opening-up,China's national higher education research has experienced a "recovery and development" early stage, "innovation and quality" exploration stage and "connotative development" the deepening stage. China's national higher education has achieved fruitful research achievements,and gradually formed a diversified research trend. However,there are also a series of problems:For example,low level of research results,low quality,relatively closed topics,lack of systematic and disciplinary research methods. So,on the future development of space to expand,National higher education research should be carefully each stage of social development needs and hot issues of the current from the community of the Chinese nation consciousness cultivation,the construction of "double top",precise and "area" national strategy for poverty alleviation development and grasp,advancing with The Times,highlights of national higher education research prospective and times.
40 years of reform and opening-up,China's national higher education research has experienced a "recovery and development" early stage, "innovation and quality" exploration stage and "connotative development" the deepening stage. China's national higher education has achieved fruitful research achievements,and gradually formed a diversified research trend. However,there are also a series of problems:For example,low level of research results,low quality,relatively closed topics,lack of systematic and disciplinary research methods. So,on the future development of space to expand,National higher education research should be carefully each stage of social development needs and hot issues of the current from the community of the Chinese nation consciousness cultivation,the construction of "double top",precise and "area" national strategy for poverty alleviation development and grasp,advancing with The Times,highlights of national higher education research prospective and times.
引文
[1]耿金声,崔斌子.中国少数民族教育史[M].长春:吉林教育出版社,1995:175.
[2]张立军.改革开放30年民族高等教育政策的演进[J].教育学术月刊,2010,(8):56-60.
[3]黄骏.多元文化教育理念与中国的民族高等教育[J].黑龙江高教研究,2001,(6):28-31.
[4]哈经雄.试论民族高等教育改革和“双一流”大学建设[J].中国教育科学,2017,(2):3-13.
[5]陈巴特尔,张朝乐门.试论界定少数民族高等教育实施主体与系统构成[J].贵州民族研究,2017,(6):226-230.
[6]杨胜才.论民族院校的地位、方位和品位[J].高等教育研究,2015,(12):47-50.
[7]苏德.多元一体化视野下的中国少数民族高等教育的文化整合功能[J].民族教育研究,2007,(3):25-29.
[8]孙懿.全面推进素质教育与少数民族专业人才培养[J].中南民族大学学报:人文社会科学版,2004,(6):64-67.
[9]邢金良,娜么塔,毛敏.民族高校建构民族团结教育长效机制的探索和思考[J].西南民族大学学报:人文社会科学版,2012,(9):230-233.
[10]蔡诗敏.浅论民族团结教育在高校“思政课”中的全面渗透[J].湖北民族学院学报:哲学社会科学版,2015,(2):173-176.
[11]孟立军,吴斐.教育生态学视阈下民族院校办学特色内涵及路径构建[J].教育评论,2014,(10):23-25.
[12]谢治菊.承认政治视域下我国少数民族教育优惠政策探讨[J].广西民族研究,2015,(2):159-164.
[13]白红梅.高考加分关注点应从“民族身份”转向“文化贡献”[J].中国民族教育,2015,(2):19-21.
[14]严秀英,金粉如.韩国国际理解教育对我国民族高等教育的启示[J].民族高等教育研究,2017,(1):77-82.
[2]张立军.改革开放30年民族高等教育政策的演进[J].教育学术月刊,2010,(8):56-60.
[3]黄骏.多元文化教育理念与中国的民族高等教育[J].黑龙江高教研究,2001,(6):28-31.
[4]哈经雄.试论民族高等教育改革和“双一流”大学建设[J].中国教育科学,2017,(2):3-13.
[5]陈巴特尔,张朝乐门.试论界定少数民族高等教育实施主体与系统构成[J].贵州民族研究,2017,(6):226-230.
[6]杨胜才.论民族院校的地位、方位和品位[J].高等教育研究,2015,(12):47-50.
[7]苏德.多元一体化视野下的中国少数民族高等教育的文化整合功能[J].民族教育研究,2007,(3):25-29.
[8]孙懿.全面推进素质教育与少数民族专业人才培养[J].中南民族大学学报:人文社会科学版,2004,(6):64-67.
[9]邢金良,娜么塔,毛敏.民族高校建构民族团结教育长效机制的探索和思考[J].西南民族大学学报:人文社会科学版,2012,(9):230-233.
[10]蔡诗敏.浅论民族团结教育在高校“思政课”中的全面渗透[J].湖北民族学院学报:哲学社会科学版,2015,(2):173-176.
[11]孟立军,吴斐.教育生态学视阈下民族院校办学特色内涵及路径构建[J].教育评论,2014,(10):23-25.
[12]谢治菊.承认政治视域下我国少数民族教育优惠政策探讨[J].广西民族研究,2015,(2):159-164.
[13]白红梅.高考加分关注点应从“民族身份”转向“文化贡献”[J].中国民族教育,2015,(2):19-21.
[14]严秀英,金粉如.韩国国际理解教育对我国民族高等教育的启示[J].民族高等教育研究,2017,(1):77-82.