新时代内地高校港澳学生国情教育模式研究

A Study on the Model of National Conditions Education for Students from Hong Kong and Macao in China's Mainland Universities in the New Era

伴随内地高校港澳学生就读人数的持续增长,构建与新时代相适应且行之有效的港澳学生国情教育模式,是高等教育内涵式发展的要求之一。新时代内地高校港澳学生国情教育主要包括国情教育主体、国情教育主导者、国情教育内容、国情教育方式、国情教育目标五大要素。本研究借助解释结构模型法,厘清要素间关系形成国情教育机理,基于建构社会身份的社会认知过程,进一步推演出“区分原始认同——建构群体间关系——建构群体新认同”的国家认同建构路径。国情教育机理、国情教育环境及国家认同建构路径相互作用形成新时代内地高校港澳学生国情教育模式。结合港澳学生与内地学生融合逻辑与国情教育机理自身逻辑,本研究提出“‘加’‘和’:与内地学生无差别的趋同化国情教育”“分类:多层次多类别个性化国情教育”“和合:以‘文化’为纽带的共生式国情教育”三种典型的模式应用样态。

In the new era,more and more students from Hong Kong and Macao head for China's mainland universities.It is one of the requirements for the connotative development of higher education to build an effective national education model for Hong Kong and Macao students.We find that the subjects,leaders,contents,methods and objectives of national conditions education are the five elements of national conditions education system for students from Hong Kong and Macao in China's mainland universities in the new era.We clarify the relationship between these elements and form the route of national education by means of interpretive structural model(ISM).Based on the social cognitive process of constructing social identity,we put forward the route of national identity construction:Distinguishing original identity-Constructing inter-group relations-Constructing new group identity.The national identity construction route,national condition education mechanism and national condition education environment interact to form the national condition education model for students from Hong Kong and Macao in China's mainland universities.Considering the degree of integration between Hong Kong and Macao students and according to the evolution law of national conditions education mechanism,we propose three typical application forms of national conditions education model for students from Hong Kong and Macao in China's mainland universities:Large-scale class teaching-implicit national conditions education without differentiation with China's mainland students,grouping teaching-multi-level and multi-category personalized national education,integrated teaching-culture as the link of symbiotic national education.