摘要
在中国式现代化的教育发展背景下,民族教育事业的发展极大地推进了中华民族伟大复兴。而民族地区由于历史特殊性与文化特殊性,在促进当地的教育等相关事业发展时,需考虑到多元主体和多样动力的参与。本文采用扎根理论的质性研究方法,辅之以文献梳理和政策工具分析,基于“制度演化”和“主体参与”交互的研究视角,探究云南、贵州两地民族高等教育优惠政策背后的演化与变迁逻辑,以及政策演化与现实经验互动过程中产生出的三种动力:整体教育发展需求以优化教育资源、多元人才培养需求以壮大人才队伍、“内–外”交互性平衡以协调地区发展。同时,回顾近年来“精准施策”的努力与成效,民族地区教育优惠政策正在不断深化“差别平等”的理念并逐步适应国家发展大势的总体目标,在新发展诉求的推动下优化并实现三大方向的转变。
Under the background of the development of Chinese-style modernization education, the cause of national education in China has important practical significance to promote the great rejuvenation of the Chinese nation. Due to the historical and cultural particularity of ethnic areas, it is necessary to take into account the participation of multiple subjects and diverse forces when promoting the development of local education and other related undertakings. This paper adopts the qualitative research method of grounded theory, supplemented by literature review and policy tool analysis. Based on the research perspectives of “institutional evolution” and “subject participation”, this paper explores the evolution and change logic behind the preferential policies for ethnic higher education in Yunnan and Guizhou, as well as the three driving forces generated during the interaction between policy evolution and practical experience: Overall education development needs to optimize education resources, diversified talent training needs to expand talent teams, and “internal-external” interaction balance to coordinate regional development. At the same time, looking back on the efforts and results of “precise policy” in recent years, preferential education policies in ethnic areas are continuously deepening the concept of “difference and equality” and gradually adapting to the overall goal of the national development trend, optimizing and realizing the transformation of the three directions under the impetus of new development demands.
出处
《社会科学前沿》
2024年第5期419-431,共13页
Advances in Social Sciences
