社区背景下的校本课程开发——肃南二中和勐罕镇中学的个案研究

Community Contexts for Curriculum Development of Ethnic Minority Schools in West China: Contrasting Case Studies

肃南二中和勐罕镇中学两所学校,以人类学的经济文化类型为理论依托开发出来的校本课程,在加强学校教育与社会发展、学校与社区间的联结,解决教师职业倦怠,促进校园文化建设等方面取得了显著成效。但信息、技术、文化资源匮乏等给校本课程的深入开发带来困难。民族地区学校的校本课程开发要依赖于政府和社会各界对学校给予资金、技术支持,在教师培训中使用教育人类学的理论方法,积极整合社区文化资源。

This article examines and contrasts the process of developing school-based curriculum of two schools in two ethnic minority communities. By examining the achievements, limitations and challenges in this curriculum development guided by the theory of educational anthropology, this article provides some suggestions on developing school-based curriculum for schools in ethnic minority regions.