论文总字数：23826字

摘 要

我国属于统一多民族国家，其中少数民族人口有一亿多。其中西藏总人口有三百多万人口。民族区域自治地方占据着国土面积的64%，在我国西部地区和边疆地区绝大多数都是少数民族的聚居地。根据我国的这一基本国情，我们可以了解到民族问题对于我国始终是建设具有中国特色社会主义必须面对的主要问题，从而决定了做好民族工作任务始终是我国发展全局的一项主要工作。一个民族国家是如何看待和解决少数民族问题，从来都是当今世界的研究的主要热点。无论是发达的国家还是发展中国家，无论是全球经济竞争的需求还是社会凝聚力的需要，教育都是民族国家制定国家政策的重要工具。

基于西藏属于一个特殊的政治、宗教以及地理位置的地方，国家从1985年开始提出实行内地西藏班特殊教育政策，在全国范围内，各个省市建立内地西藏班学校，在实行计划开始，内地西藏班的教育有了迅速的发展，并且在倡导科学发展观和教育均衡发展思想的引领下，无论是区内政府教育体系还是内地的各省、市，这一政策计划受到了极高的关注，国家实行的这一教育政策以及全国各级政府和学校对这一特殊教育政策得到了良好的贯彻落实。在跨文化的生活教育环境下，学生成长的过程以及教育体系的保障，教育的主要结构，等方面使得这一政策经历的演变。

内地西藏班教育政策实行至今，在西藏长久以来盛行着内地西藏班风。然而从客观的角度出发，研究这个政策给西藏的发展带来何种利益的同时，其中存在着怎样的弊端。经过研究与调查发现这一政策的主要欠缺问题，以及怎样才能去完善它。虽然这一政策给西藏的发展培养出了众多人才，但是当今从形式上看，在社会与个人各方面统筹兼顾的形式下，还是有很多改进完善的地方，无论是从它的教育情况还是学校的管理水平，都有进步提升的空间。认为应该在其各方面加强教育，例如关于行政行业、历史、司法、医学、地理等各方面进行藏文化教育，培养各行业的各类人才。应该要通过长期的工作和形成有组织有规模的教育体制。因此在实行跨文化教育的同时学习藏文化是极其重要的。只有民族传统文化教育与款文化相互促进平均发展的情况下，这一教育政策才能体现更优秀的价值

关键字：内地西藏班 政策 成长 教育

Abstract

China is a unified multi-ethnic country in which minorities amount of a population of one hundred million. Regional ethnic autonomous areas occupy 64% of the land area, in the western regions and border areas are inhabited by the vast majority of minorities. Based on our basic national conditions, we can recognize the ethnic issue has always been a major problem of building socialism with Chinese characteristics must face to determine the carrying national work has always been an important working relationship between the party and the overall development of the people. The nation-state is how to deal with and solve minority issues, it has been a hot topic in today's world. Both developed and developing countries, global economic competition demands or needs of social cohesion, education is an important tool for the development of the nation-state national policy.

Based on Tibet belongs to a particular political, religious and geographic location of the place, the country from 1985 began to put forward the implementation of Tibetan students in special education policy in the country, the various provinces and cities established Tibetan classes schools, beginning in the implementation plan, the mainland Tibet rapid development education classes there, and under the auspices of the scientific concept of development and balanced development of education thought leader, whether it is the district government education system or the mainland provinces, municipalities and the policy program has been very high concern, the State the implementation of this educational policy and national governments and schools at all levels of the special education policy has been well implemented. In the living environment, cross-cultural education, security, the main structure of the process of student development and educational system of education, and other aspects of the evolution of the policy making experience.

Tibetan classes education policy implemented so far, it has long prevailed in Tibet Tibetan classes wind. However, from an objective point of view, to study this policy has brought to Tibet, what interests, where there is a kind of malpractice. After the study and found that the main flaw of this policy, and how to improve it. Although this policy to the development of Tibet nurtured many talents, but from a formal point of view today, in all aspects of society and individuals in the form of balanced, there are still many improvements to improve the place, either from its situation of education or school management level, there is room for improvement progress.

[Key words]Tibetan classes Policy Growing up Education

目录

摘要 I

Abstract III

目录 V

1研究问题 1

1.1选题意义 1

1.2结构的安排 1

2文献综述 2

2.1民族教育研究的成果 2

2.2研究的优点以及欠缺 3

3资料收集 4

3.1 样本介绍 4

3.2 研究方法 4

4研究分析 5

4.1 民族教育 5

4.1.1民族教育的概念 5

4.1.2 内地西藏班民族教育政策的基本状况 5

4.1.3 民族教育与内地西藏班政策的关联 7

4.2内地西藏班的成长与教育 8

4.2.1内地西藏班初中生的成长环境以及带来的影响 8

4.3 内地西藏班的民族传统文化教育环境以及影响 9

4.3.1藏文化传承的重要性 9

4.3.2内地西藏班的藏文化教育环境 10

4.3.3内地西藏班民族教育政策环境带来的影响 11

5基础资料的分析 13

6结论 16

7致谢 17

8参考文献 18

9附录 19

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