CAJ | 학술논문

自1985年国家倡导在内地省市创办内地西藏班以来，内地西藏班教育得到迅猛发展，这元不得益于国家的这项特殊教育政策以及各级政府和学校对这项政策的贯彻落实。文章借鉴McDonnell和Elmore所提出的四种政策工具作为政策执行分析的理论框架，从命令、诱导、能力建设和制度变革四个方面对内地西藏班的政策执行工具进行分析。研究发现，在构建和谐社会的背景下，在提倡科学发展观和教育均衡发展思想引导下，内地西藏班民族教育政策在各省、市都受到高度关注，得到比较好的落实。
자1985년국가창도재내지성시창판내지서장반이래，내지서장반교육득도신맹발전，저원불득익우국가적저항특수교육정책이급각급정부화학교대저항정책적관철락실。문장차감McDonnell화Elmore소제출적사충정책공구작위정책집행분석적이론광가，종명령、유도、능력건설화제도변혁사개방면대내지서장반적정책집행공구진행분석。연구발현，재구건화해사회적배경하，재제창과학발전관화교육균형발전사상인도하，내지서장반민족교육정책재각성、시도수도고도관주，득도비교호적락실。
Since the call of founding Tibetan classes in inland of China by the state government in 1985, Tibetan classes have been increasing at a high speed, which is attributed much to the state policy and the action of various provincial governments. Based on the four policy tools as policy execution analysis by McDonnell and Elmore, this paper, from the perspective of the order, guiding, ability construction and system reforms, analyzes the policy administration tools of Tibetan classes in inland of China. It is proved that, under the background of constructing harmonious society and the guidance of scientific development and balanced development of education, the ethnic education policy has been well carried out in different provinces.