民族教育研究
民族教育研究
민족교육연구
Journal of Research on Education for Ethnic Minorities
2013年
5期
126~130
,共null页
“混和式”民族中学 “共美教育” 课程体系
“混和式”民族中學 “共美教育” 課程體繫
“혼화식”민족중학 “공미교육” 과정체계
mixed ethnic middle school; education of harmonious beauty, curriculum system
多民族学生共同学习生活的民族中学，应当珍视各民族学生秉承的文化多元性，并在课程体系建构过程中，充分考虑教育对象的文化差异性、需求多样性及接受能力的可塑性，以国家课程体系为基础，发掘校本课程资源的创造性潜力，形成有特色的“共美教育”课程体系。
多民族學生共同學習生活的民族中學，應噹珍視各民族學生秉承的文化多元性，併在課程體繫建構過程中，充分攷慮教育對象的文化差異性、需求多樣性及接受能力的可塑性，以國傢課程體繫為基礎，髮掘校本課程資源的創造性潛力，形成有特色的“共美教育”課程體繫。
다민족학생공동학습생활적민족중학，응당진시각민족학생병승적문화다원성，병재과정체계건구과정중，충분고필교육대상적문화차이성、수구다양성급접수능력적가소성，이국가과정체계위기출，발굴교본과정자원적창조성잠력，형성유특색적“공미교육”과정체계。
At mixed ethnic middle schools, students of different ethnic groups learn and live together. Therefore, cultural diversity inherited by students should be cherished, and full consideration should be given to cultural differences, diverse demands, plasticity of receptive ability of the students in constructing the curriculum. Schools should explore potential creativity of school-based course resources and build a curriculum of education of harmonious beauty on the basis of the state system of curriculum.
