定义民族教科书——以少数民族教科书的产生过程为中心

To Define the Minority Textbooks——Taking the Producing Process of Minority Textbooks as Its Center

少数民族教科书产生于清末民初民族教育的转型过程中,并通过"普通化"和"专门化"的发展路径从现代教科书群体中分化出来。在现代民族学校中使用的,以少数民族为阅读主体的《简易识字课本》、《国民必读课本》和《满蒙汉三文合壁教科书》分别代表了民族教科书发展的"复线"路径。它们的产生从实践的角度定义了现代民族教科书以阅读主体的民族身份为基本标识,以复合"少数民族文化"和"国民统一文化"的二元内容为概念的第一属性,以民族语言为其第二属性。作为少数民族教科书研究中的核心概念,民族教科书的定义不但为理论研究和实践提供了明确的逻辑起点,更是通过概念的"内容第一属性、语言第二属性"沟通了教科书研究领域的"民汉"二元体系,为民族教科书搭建了广阔的研究平台与互动的对话空间。

The Minority Textbooks have occurred in the modern transformation of the traditional minority education. It had two routes of development：＂common route＂and＂special route＂. The Minority Textbooks become divided from modern textbooks groups. In the modern minority school,＂Simple literacy Textbook＂,＂National Textbook＂and＂Man-Meng-Han characters Textbook＂had represented those routes. These textbooks practically define the modern Minority Textbooks：textbook＇reader must be ethnic minority. The Minority Textbooks＇ content comprises two parts. One is ethnic minority traditional culture,the other is the national common culture. Textbook writing in minority characters is not necessary. This concept not only directs theory researching,but also practice.