促进汉藏学生融合的校园文化建设研究

发布时间：2018-04-23 22:09

本文选题：校园文化 + 汉藏学生　；参考：《四川师范大学》2012年硕士论文

【摘要】：为了帮助藏区群众脱贫致富,推进藏区跨越式发展和长治久安,四川省委、省政府审时度势,施政创新,做出实施藏区“9+3”免费教育计划的重大战略决策和部署。藏区“9+3”免费教育计划,即在9年义务教育的基础上,对藏区孩子提供3年的免费职业教育。2009年,四川省委、省政府启动了藏区“9+3”免费教育计划,首批来自阿坝州、甘孜州和凉山州木里县的12000余名学生分两批走进90所内地学校开始了新的学习和生活。在省市人民政府和教育主管部门的统一安排和部署下,2009年9月,125名阿坝藏族羌族自治州学生来到笔者任职的学校——四川省广元市职业高级中学校,接受免费职业教育。由于他们所处社会环境、文化背景、教育程度以及性别、年龄等不同,对语言的感受、理解和使用也有所不同,其融入意识、沟通意识、法律意识、公民意识、规则意识淡薄,自我管理和自我控制能力较弱,产生了诸如不断与内地学生发生冲突、适应困难、交流障碍等教育教学问题。为了更好地解决汉藏学生的教育教学问题,促进汉藏学生和平共处,相互学习和交流。笔者打算通过一系列的校园文化建设来促进汉藏学生的融合,改善学校里“9+3”学生的现状。笔者在对中职学校校园文化建设的研究现状回顾的基础上,以学校400名“9+3”学生为研究被试,采用实验组和控制组的对比研究以及问卷调查、个案访谈的方式对其进行了调查研究,并得出如下结论： 1、不同年级以及来自不同地区的学生融合程度有显著差异。 2、学校开展的一系列校园文化建设促进了汉藏学生的相互融合,汉藏学生的相处状态有了良好的改善。
[Abstract]:In order to help the Tibetan people to extricate themselves from poverty and become rich, to promote the Tibetan region's leapfrog development and long-term stability, the Sichuan Provincial Party Committee and the provincial government have reviewed the situation and made major strategic decisions and arrangements for the implementation of the "9 / 3" free education plan in the Tibetan region. The "9.3" free education program in Tibet, which provides free vocational education for children in Tibet for three years on the basis of nine-year compulsory education, was launched by the Sichuan Provincial Party Committee and the provincial government in 2009, with the first batch of free education programs from Aba Prefecture. More than 12000 students from Muli County, Ganzi and Liangshan prefectures, entered 90 inland schools in two batches to start a new life and study. In September 2009, 125 students from Aba Tibetan and Qiang Autonomous Prefecture came to the vocational high school of Guangyuan City, Sichuan Province, and received free vocational education under the unified arrangement and arrangement of the provincial and municipal people's governments and the competent education departments. Because of their different social environment, cultural background, educational level, gender and age, their feelings, understanding and use of language are different, their consciousness of integration, communication, law, citizenship, rules are weak. The ability of self-management and self-control is weak, resulting in educational and teaching problems such as conflict with mainland students, difficulties of adaptation, communication barriers and so on. In order to better solve the problems of education and teaching of Chinese and Tibetan students, promote their peaceful coexistence and mutual learning and communication. The author intends to promote the integration of Han and Tibetan students through a series of campus cultural construction, and improve the present situation of "9.3" students in the school. On the basis of reviewing the present situation of campus culture construction in secondary vocational schools, the author takes 400 "9 3" students as subjects, and adopts comparative study and questionnaire survey between experimental group and control group. The method of case interview is investigated and studied, and the conclusions are as follows: 1. There are significant differences in the degree of integration among students from different grades and from different regions. 2. A series of campus culture construction promoted the integration of Chinese and Tibetan students, and the condition of the Chinese and Tibetan students was improved.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G41

【相似文献】