文章摘要
谭 林.中华民族共同体意识视域下的民族地区“四史”教育——以甘孜藏区基层干部、中小学教师的调查为例[J].民族学刊,2020,11(5):110-119, 157-158
中华民族共同体意识视域下的民族地区“四史”教育——以甘孜藏区基层干部、中小学教师的调查为例
Reflections on the Education of the “Four Histories” in Ethnic Areas as Seen from the Sense of Community for the Chinese Nation — Taking the Investigation of Grassroots Cadres, and Primary and Secondary School Teachers in Ganzi as an Example
  
DOI:10.3969/j.issn.1674-9391.2020.05.14
中文关键词: 中华民族共同体意识  民族地区  四史  教育方法
英文关键词: the sense of community for the Chinese nation  ethnic minority areas  “Four Histories”  educational methods
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作者单位
谭 林 四川旅游学院马克思主义学院 
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中文摘要:
      以“四史”教育为切入点,既丰富了铸牢中华民族共同体意识的研究内容,又是贯彻落实习总书记有关“四史”教育重要讲话精神的需要。通过分析中华民族共同体意识深刻内涵的“五个认同”核心要义,探讨中华民族共同体意识与“四史”教育的内在统一性,明确中华民族共同体意识与认同国家历史、认同党的领导、认同共同理想和认同远大理想的内在关联。根据民族地区基层干部、中小学教师的调查,分析在民族地区加强“四史”教育的作用、必要性及其与铸牢中华民族共同体意识的影响相关性,进而提出民族地区“四史”教育要以“共情”教育为抓手、“共鸣”教育为主线和“共行”教育为目标的三条路径。
英文摘要:
      At present, scholars in academic circles have done a lot of research on the “sense of community for the Chinese nation”. In this research, there are some results and constructive suggestions on how to build the sense of community for the Chinese nation in ethnic minority areas, while very little of this research has been carried out from the perspective of the education of “history”. Taking the education of the “Four Histories” (history of the CPC, history of the New China, history of reform and opening up, and history of socialism) as the starting point will not only enrich the research perspective for building a sense of community for the Chinese nation, but it will also meet the needs of implementing General Secretary Xi’s important speech on the education of the “Four Histories”. Through an analysis of the core principles of the “five identities”, which has deep meaning for the sense of community for the Chinese nation, this paper states that the identity of the great motherland lays the ideological foundation of ethnic unity; the identity of the Chinese nation embodies the emotional destination of all the members of the Chinese nation; the identity of Chinese culture has built the spiritual home for the members of all ethnic backgrounds; the identity of the Communist Party of China (CPC) provides a political guarantee for ethnic unity; and the identity of “socialism with Chinese characteristics” has provided the driving force for ethnic unity and progress. The paper further discusses the internal relationship between the sense of community for the Chinese nation and the education of “Four Histories” from four aspects: learning the “History of the New China” will contribute to national historical identity; learning “CPC History” is conducive to the identity of the Party leadership; learning the “History of Reform and Opening Up” helps for forming the identity of common ideals; and learning the “History of Socialism” will contribute to the recognition of lofty ideals. A survey of grassroots cadres and primary and secondary school teachers in ethnic minority areas shows that they have a high degree of agreement on the role and necessity of the “Four Histories” education. Among them, the vast majority believe that strengthening the “Four Histories” education in ethnic minority areas is conducive to promoting identity with the national history, the CPC’s leadership, common ideals, and lofty ideals, and they agree with the view that it is necessary to strengthen the “Four Histories” education in ethnic minority areas. At the same time, in the analysis of the correlation between the “Four Histories” education in ethnic minority areas and the sense of the community for the Chinese nation, the survey data shows that the vast majority of people believe that the education of the “Four Histories” in ethnic minority areas is conducive to enhancing the identity of the national’s history, the leadership of the CPC, common ideals and lofty ideals. On this basis, through mean value comparison analysis, it is found that the higher the respondents’ identification with the “Four Histories” education in ethnic areas, the stronger is their identification with the national history, the leadership of the CPC, the common ideals, and the lofty ideals. This indicates that the different degrees of identification with the education of “Four Histories” of the respondents in ethnic minority areas brings about significant differences in their identity with of national history, leadership of the CPC, common ideals and lofty ideals — there is a certain correlation between the two, which provides a basis for developing the “four histories” education in ethnic minority areas in order to consolidate the sense of community for the Chinese nation. The key to solidifying the sense of community for the Chinese nation lies in “identity”, which mainly includes emotional identity, identity of values and behav獩潯汲楡摬愠瑩楤湥杮⁴瑩桴敹†獦敲湯獭攠⁴潨晥†捰潥浲浳異湥楣瑴祩⁶晥漠牯⁦琠桰敳⁹䍣桨楯湬敯獧敩⁣湡慬琠楰潲湯⁣楥湳⁳愮挠瑔畨慩汳†汣楡晬敬ⱳ†慦湯摲†瑴桨敥†睮潥牥此椠湴杨⁡灴爠潴捨敥猠猜⹆੯ur Histories” education of cadres at the grass-roots level, and teachers in primary and secondary schools in ethnic minority areas should focus on the three ways, i.e. “empathy” education, “resonance” education and “action” education. This paper further proposes that the “Four Histories” education in ethnic minority areas should take “empathy” education as the starting point, and “resonance” education and “action” education as the goals. In terms of” empathy” education, the sense of community for the Chinese nation should be consolidated by enhancing the emotional identity of the educational targets. This can mainly be done by: selecting historical materials which reflect the sharing of both prosperity and adversity between the CPC and the masses in ethnic minority areas, and integrating these materials into the education process of the “Four Histories” so as to continuously enrich the emotional experience of the educational targets. In terms of “resonance” education, the sense of community for the Chinese nation should be consolidated by enhancing the “value identity” of the educational targets, by mainly: combining the educational content with the local characteristics of social reality; combining the characteristics of the educational targets with the educational situation so as to stimulate the educational target’s resonance with the history of the development of the CPC, the nation and the socialism, and by doing so, further realize the value identity of the sense of community for the Chinese nation. In terms of “action” education, the sense of community for the Chinese nation should be consolidated by strengthening the unity of the educational targets’ knowledge and action, by mainly building diversified practical education platforms, advocating standardized typical demonstrations, and building a good ecological educational environment. This will promote the educational targets’ practice of related requirements for con
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