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学校铸牢中华民族共同体意识教育一体化机制的政策创新

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构建学校铸牢中华民族共同体意识教育一体化机制是对铸牢中华民族共同体意识政治理念的具象化与操作化.本研究借助S-CAD主观性政策框架,提出构建"一体化"机制的参与者特性、权责特性、事项特性、时空特性政策要素及"主体—价值—政策"逻辑一致性要素关系.基于此,结合对5省(自治区、直辖市)43所大中小学调研,剖析"一体化"实践的主要做法及堵点.研究发现,"一体化"实践多以校长领导力为驱动,尚未形成规范的机制;构建"一体化"机制面临价值认识不一致、主体职责不匹配、课程体系衔接不足、育人情境适切性不够等制度障碍.为此提出构建"一体化"机制的建议,一是组建以受教育者成长为价值旨归、以"三全"育人理念为指导的育人共同体,达成"主体—目标"共识;二是建立责权分配机制,实现"主体—政策"对等;三是以大思政观搭建铸牢中华民族共同体意识教育课程体系,保证"目标—政策"协同系统;四是完善阶梯式实践育人机制,增强"政策—目标"成效.
Policy Innovation on the Integration Mechanism of School Education on Fostering a Strong Sense of Community for the Chinese Nation
The construction of an integrated mechanism for solidifying Chinese national community sense education at schools is a concrete and operational manifestation of the political concept of strengthening Chinese national community sense.Facilitated by the S-CAD subjective policy framework,this study proposes policy elements of constructing integrated mechanism with the participant characteristics,rights and responsibilities characteristics,item characteristics,and spatiotemporal characteristics.It also proposes the logical consistency element relationship of"subject-value-policy".Based on this,the article combined with the investigation of 43 primary and secondary schools in 5 provinces(autonomous regions and municipalities directly under the central government),the article makes analysis on the main practices and obstacles of"integration"practice.The research found that the practice of"integration"is mostly driven by principal leadership,and has not yet formed a complete and standardized mechanism.In the construction of the"integration"mechanism,there remains institutional obstacles such as inconsistent value understanding,mismatched main responsibilities,insufficient connection of the curriculum system,and insufficient appropriateness of educational contexts and methods.Thus the article proposes to building an"integrated"mechanism.Firstly,to establish an educational community taking the growth of the educated as the value orientation and the"three completes"educational concept as the guidance,and to achieve a consensus on"subject-goal";Secondly,to establish a mechanism for assigning responsibilities and powers to achieve"subject-policy"equivalence;Thirdly,to build a curriculum system of fostering a strong sense of the Chinese nation,and ensure a collaborative system of"goal-policy";Fourthly,to improve the step by step practical education mechanism and enhance the effectiveness of"policy-goal".

fostering as strong sense of community for the Chinese nationintegration mechanismS-CAD subjectivity policy framework

李芳

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北京师范大学中国教育与社会发展研究院,北京 100875

铸牢中华民族共同体意识 一体化机制 S-CAD主观性政策框架

国家社会科学基金教育学一般课题

BMA220224

2024

民族教育研究
中央民族大学

民族教育研究

CSTPCDCSSCICHSSCD北大核心
影响因子:0.625
ISSN:1001-7178
年,卷(期):2024.35(2)
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