Research on the educational mechanism and practical effect of forging the consciousness of the Chinese national community in inland Xizang classes
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v8i2.5097
Abstract
Guided by the important assertion that "governing the country must govern the borderland, and governing the borderland must first stabilize Xizang", this paper takes inland Xizang classes as the research object. From pedagogy and history dual perspectives, it sorts out the three-stage evolution since 1985, analyzes the transformation logic from "intelligence aid to Xizang" to "community consciousness cultivation", and discusses its educational mechanism. It finds that the program plays a key role in talent training, ethnic exchanges and national identity enhancement, providing a reference for the high-quality development of borderland ethnic education.
Keywords
borderland governance; inland Xizang classes; consciousness of the Chinese national community; educational mechanism
Funding
the Major Project of the National Social Science Fund of China "Collation and Research on Oral Data of the Spirit of Aid to Xizang and Xinjiang from the Perspective of Forging the Consciousness of the Chinese National Community" (Project No.: 23&ZD207)
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[2] Yu Y Q, Meng L J. Development process, characteristics and prospect of running inland Tibetan classes (schools) in the past 30 years[J]. Journal of Northwest Minzu University (Philosophy and Social Science Edition), 2016(04): 179–188.
[3] Lei Z H. Policy analysis on the school-running mode of inland Tibetan classes (schools): a case study of Wuhan Xizang Middle School[J]. Journal of Research on Ethnic Education, 2012, 23(04): 23–27.
[4] Li B, Huang Z J, Chen J L. Analysis on the implementation tools of ethnic education policy for inland Tibetan classes[J]. Journal of Xizang University (Social Science Edition), 2008(03): 106–111.
[5] Yu Y Q, Meng L J. Development process, characteristics and prospect of running inland Tibetan classes (schools) in the past 30 years[J]. Journal of Northwest Minzu University (Philosophy and Social Science Edition), 2016(04): 179–188.
[6] Yu X H. A study on the learning style of senior high school students in inland Xizang classes: a case investigation and reflection on Beijing Xizang Middle School[D]. Minzu University of China, 2025.
[7] Jin B G, Chen L M, Yang W S. On the teaching characteristics of ethnic theory and ethnic policy courses[J]. Journal of Northwest Minzu University (Philosophy and Social Science Edition), 2013(04): 5–12.
[8] Yang M Y, Nima D. Segmentation and integration: education policy of inland Xizang classes and its practice[J]. Journal of Education Academic Monthly, 2016(07): 38–45.
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