论新课改语境中民族学校特色的建构

在新课程改革的推动下，探讨民族学校特色创建对于发展民族地区教育、提高民族地区教育质量具有重要意义。运用形而上学与存在主义的思维方式，可以把“学校特色”理解为学校的精神理念与办学哲学以及学校中存在的“人-人”结构与“人-物”结构，把“民族学校特色”理解为这些因素所具有的民族地区特征。建构民族学校特色具有三类重要的教育伦理价值，即形成文化多元共生；促进社会和谐发展；创新学校教育途径。建构民族学校特色可以采取复杂适应模式，基本环节包括：通过需求分析来确定民族学校的变革愿景；通过系统诊断来明晰民族学校的现存问题；通过结构优化来提升民族学校的系统效能；通过成效审议来调整民族学校的变革过程。

Feature Construction in Minority School Under the New Curriculum Reform

With the force of new curriculum reform, feature construction in minority school has become a more and more significant problem in improving its educational quality in local regions. Following the metaphysics and existentialism style, ＂school feature＂ should be considered as school philosophy, faith and ＂man-man＂, ＂man-object＂ structure in school, which leads ＂minority school feature＂ to its local specialty. There are three key pedagogy ethic values to construct minority school feature： to form multioculture, to develop harmonious society, and to innovate educational approachs. Complexity adoption model is conducted to construct minority school feature, which includes., to confirm the desire of the minority school to reform through requirement analysis, to understand existing problems through system diagnose, to imrpove system efficiency through structure optimization, and to adjust reform process through effect examination.