学校教育与共同体建设--基于二十世纪以来中国实践的分析与探索

SCHOOL EDUCATION AND COMMUNITY BUILDING:AN ANALYSIS AND EXPLORATION BASED ON CHINESE PRACTICE SINCE THE 20TH CENTURY

二十世纪八十年代之后,以“跨文化沟通教育体系”“多元文化整合教育理论”为标志,中国人类学者从全球、国家、地方三个层面开始系统探讨学校教育与共同体建设问题。以二十一世纪之后的民族文化/非物质文化遗产进校园的实践为标志,国家通过学校教育传承地方知识培育学生的地方文化认同进而培育中华民族共同体意识。纵观百余年来中国学校教育塑造国家共同体的理论实践,其核心问题就是学校教育中的文化选择、整合与传递问题。要构建中国教育人类学的理论体系和话语体系,为铸牢中华民族共同体意识提供理论支撑。

In the first half of the 20th century,the Chinese political and academic circles have accumulated a certain amount of practical experience in the hope that ordinary people will be included in the construction of a modern country through the education of a common culture through school education.After the 1980s,marked by the"intercultural communication education system"and"multicultural integration education theory",Chinese anthropologists began to systematically discuss the issues of school education and community building from the global,national,and local levels.Marked by the practice of entering the campus of ethnic culture/intangible cultural heritage after the 21st century,the state inherits local knowledge through school education,cultivates students'local cultural identity and cultivates the consciousness of the Chinese nation's community.Looking at the theory and practice of Chinese school education in shaping the national community over the past 100 years,the core issue is the cultural selection,integration and transmission of school education.The core of cultivating the sense of community of the Chinese nation in school education is to cultivate students'cultural literacy,civic literacy and global literacy.