内地西藏班教师特殊素养探究——基于“意识三态观”的视角

A Study on the Special Qualities of Teachers from Tibetan Classes in Inland China——from the Perspective of Three Ideology-based Ideas

教师是西藏学生内地求学的重要他人,承载着关怀育人、政治担当、教育改革等多重社会期许,其角色厘定及特殊素养探究的背后是国家价值、民族诉求与教育属性等诸要素的交织,统领着该群体专业发展的方向和高度。"意识三态观"具有维度丰富性和动态发展性,为探究内地西藏班教师特殊素养提供了整体性和共时性视角。因应多民族、多文化、多语言的特殊情境,教师应具备形塑"一体"意识形态的政治素养,涵化"多元"意识生态的文化素养,濡化个体意识心态的教育素养。前者指向对民族政策理论的认知和理解,政治认同、敏感、自信等情意素养及政治分析、解读、宣传等技能素养;中者指向习得中华文化、藏文化及相关文化理论,涵养文化包容、敏感、同理的态度,生成文化沟通、分析、批判的能力;后者包括了解西藏学生,跨文化教育理论探索及本土化实践,聚焦学生终身发展等教育素养。三者依序延展,有机整合政治外塑、文化传承与教育实践,支撑西藏学生实现自我认同、民族认同、国家认同的逻辑推进,映射出内地西藏班教师代表国家意志、熟谙多样文化、具有现代教育观念,集政治人、文化人、教育人三位于一体的特殊意涵。

Teachers of Tibetan classes in inland China,exerting significant influence over the Tibetan students’,shoulder multiple social expectations ranging from humanistic care,political responsibility to educational reform.The exploration of their role and special qualities interweaves with state value,ethnic demands and educational attribute,which dominates the direction and height of their professional development.With features of rich dimensions and dynamic development,three ideology-based ideas provide a holistic and synchronic perspective for exploring the special qualities of teachers from Tibetan classes in inland.To meet the special situation of being multi-ethnic,multi-cultural and multi-lingual,the teachers are required to possess political,cultural and educational qualities,respectively serving for the shaping of"unified"ideology,the acculturation of"diverse"ideological ecology and the enculturation of individual ideological mentality.The political quality refers to the combination of the knowledge of ethnic theories and policies,the affection of political identification,sensitivity and confidence,and the skills of political analysis,interpretation and publicity.The cultural quality refers to the acquisition of Chinese culture,Tibetan culture and related cultural theories,the attitude of cultural tolerance,sensitivity and empathy,and the skills of cultural communication,analysis and criticism.The educational quality refers to well understanding of Tibetan students,theoretical exploration and local practice of intercultural education,and focus on students’lifelong development.The three aspects above are extended orderly,which organically integrate political shaping,cultural inheritance and educational practice,supporting the students’logical advancement of realization from self-identity to ethnic identity and national identity.They also imply the special role of teachers of Tibetan class in inland schools,the trinity of politician,culturist and educator,as they represent the state will,are wellversed in multiple cultures and equipped with modern educational concepts.