改革开放40年我国内地民族班(校)政策的演变逻辑与时代走向

Evolution Logic and Trend of the Policy for Ethnic Class (School) in the Hinterland of China since the Reform and Opening-up

改革开放40年来,内地民族班(校)政策的发展大体上经历了以探索试点为重心的初创期(1978—1995年)、以全面推广为抓手的发展期(1999—2009年)、以内涵建设为特色的完善期(2010年至今)三个阶段,呈现出以效率优先为中心的"理念-政策"演进逻辑,以社会本位为中心的"环境-政策"演进逻辑和以政府主导为中心的"行动-政策"演进逻辑。面临新的时代背景和发展机遇,内地民族班(校)政策要树立"质量与效率兼顾"的政策理念,创设"个体与社会共显"的政策环境,采取"政府与多方协调"的政策行动,助力边疆民族地区实现跨越式发展。

Since the reform and opening-up, the development of the policy for ethnic class(school) in Chinese hinterland has generally experienced three stages: the initial stage of groping pilot project(1978-1995), the development period of comprehensive promotion(1999-2009) and the perfection period of connotation construction(from 2010 to the present). The three phases show different evolution logics respectively from the "concept-policy" strategy emphasizing efficiency to the "environment-policy" centered on social standard, then to the "action-policy" focused on government leadership. Confronting with the new background and development opportunities, the policy concept of "quality and efficiency" should be established, the policy environment of "individual and social co-existence" should be created and the policy actions of "government and multi-stakeholder coordination" should be adopted, so as to promote a great-leap-forward development of frontier ethnic areas.