本文選題：新西蘭 + 少數(shù)民族教育　； 參考：《西南大學(xué)》2014年碩士論文

【摘要】：少數(shù)民族教育發(fā)展是國(guó)家教育事業(yè)發(fā)展的重要指標(biāo),持續(xù)提升與保障少數(shù)民族教育水平已然成為世界各國(guó)促進(jìn)教育公平的核心所在。2008年,新西蘭教育部發(fā)布《提升—為成功而努力：毛利人教育戰(zhàn)略規(guī)劃2008-2012》,試圖通過(guò)戰(zhàn)略規(guī)劃的形式提升毛利人教育質(zhì)量,改變毛利人教育落后的現(xiàn)實(shí)。 本研究以《提升—為成功而努力：毛利人教育戰(zhàn)略規(guī)劃2008-2012》文本為出發(fā)點(diǎn),以戰(zhàn)略規(guī)劃制定的多元文化教育理論為基礎(chǔ),逐步解析新西蘭毛利人教育戰(zhàn)略規(guī)劃產(chǎn)生的背景、內(nèi)容構(gòu)成、成效及影響,深入分析戰(zhàn)略規(guī)劃的特征與價(jià)值,獲得毛利人教育戰(zhàn)略規(guī)劃的實(shí)施對(duì)我國(guó)少數(shù)民族教育的借鑒與啟示。本研究采用文獻(xiàn)法、比較法、因素分析法,試圖回答新西蘭《毛利人教育戰(zhàn)略規(guī)劃2008-2012》是什么?為何產(chǎn)生(Why)?戰(zhàn)略規(guī)劃的實(shí)施產(chǎn)生了什么效果、帶來(lái)了何種影響(How)?毛利人教育戰(zhàn)略規(guī)劃的實(shí)施經(jīng)驗(yàn)是否值得我國(guó)少數(shù)民族借鑒?等問(wèn)題。 第一部分指出《毛利人教育戰(zhàn)略規(guī)劃2008-2012》產(chǎn)生的背景,毛利學(xué)生的學(xué)業(yè)成績(jī)是現(xiàn)實(shí)問(wèn)題；毛利人文化與教育的分離是毛利人教育落后的深層原因。 第二部分是《毛利人教育戰(zhàn)略規(guī)劃2008-2012》的核心部分,本研究從戰(zhàn)略規(guī)劃定位,戰(zhàn)略規(guī)劃愿景,戰(zhàn)略規(guī)劃理論依據(jù)和戰(zhàn)略規(guī)劃關(guān)注領(lǐng)域?qū)?zhàn)略規(guī)劃進(jìn)行了全面綜合的分析。該部分主要以文本為基礎(chǔ)對(duì)戰(zhàn)略規(guī)劃的內(nèi)容進(jìn)行了梳理,是本研究的重點(diǎn)所在。 第三部分進(jìn)行了對(duì)兩個(gè)個(gè)案的分析。一所國(guó)立學(xué)校對(duì)毛利語(yǔ)教學(xué)改革；一所特殊學(xué)校加強(qiáng)毛利學(xué)生教學(xué)改革。 第四部分對(duì)《毛利人教育戰(zhàn)略規(guī)劃2008-2012》的實(shí)施效果進(jìn)行了分析。更多的毛利幼兒獲得高質(zhì)量的早期教育；更多的毛利青少年獲得更好的教育；更多學(xué)生有機(jī)會(huì)學(xué)習(xí)毛利語(yǔ)。 第五部對(duì)《毛利人教育戰(zhàn)略規(guī)劃2008-2012》做出了客觀評(píng)價(jià)。對(duì)前后毛利人教育戰(zhàn)略規(guī)劃進(jìn)行了比較；分析了戰(zhàn)略規(guī)劃的價(jià)值取向和產(chǎn)生的積極影響。 第六部分分析了《毛利人教育戰(zhàn)略規(guī)劃2008-2012》的借鑒與啟示。該部分從我國(guó)少數(shù)民族教育存在問(wèn)題為起點(diǎn),對(duì)照新西蘭毛利人教育戰(zhàn)略規(guī)劃獲得的經(jīng)驗(yàn),得出對(duì)我國(guó)少數(shù)民族教育事業(yè)有益的借鑒。
[Abstract]:The development of minority education is an important indicator of the development of national education. To continuously improve and guarantee the education level of ethnic minorities has become the core of promoting educational equity in all countries in the world. In 2008, The Ministry of Education of New Zealand has released "upgrading-working for success: the Strategic Plan for Maori Education 2008-2012" in an attempt to improve the quality of Maori education in the form of strategic planning. To change the reality of Maori education backwardness. This study is based on the theory of multicultural education, which is based on the text of "Promotion-striving for success: the Strategic Plan of Maori Education 2008-2012". The background, content, effect and influence of Maori education strategic planning in New Zealand are analyzed step by step, and the characteristics and value of strategic planning are analyzed. The implementation of Maori education strategy plan for our national minority education reference and inspiration. This study uses the literature method, comparative method, factor analysis method to try to answer the New Zealand Maori Education Strategic Plan 2008-2012 is what? Why did Whyan come into being? What has been the impact of the implementation of strategic planning, and what has been the impact? Is the implementation experience of Maori education strategic planning worth learning from ethnic minorities in our country? The first part points out the background of the "Maori Education Strategic Plan 2008-2012", and the academic achievement of Maori students is a realistic problem; The separation of Maori culture and education is the deep cause of Maori education backwardness. The second part is the core part of Maori Education Strategic Planning 2008-2012. The theoretical basis of strategic planning and the field of attention to strategic planning are comprehensively analyzed. This part mainly combs the content of strategic planning on the basis of text, which is the focus of this study. The third part analyzes the two cases. A national school reforms Maori language teaching and a special school strengthens Maori students' teaching reform. The fourth part analyzes the effect of Maori Education Strategic Plan 2008-2012. More Maori children have high quality early education; more Maori adolescents have better education; more students have the opportunity to learn Maori language. Part V makes an objective evaluation of the Maori Education Strategic Plan 2008-2012. This paper compares the Maori education strategic planning before and after, analyzes the value orientation and the positive influence of the strategic planning. The sixth part analyzes the reference and enlightenment of Maori Education Strategic Planning 2008-2012. This part starts with the existing problems of minority education in our country and compares the experiences gained by Maori education strategic planning in New Zealand, and draws a useful reference for the education of ethnic minorities in our country.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：G759.612

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 顧明遠(yuǎn);;國(guó)際理解與比較教育[J];比較教育研究;2005年12期

2 彭虹斌;;比較教育功能的時(shí)代轉(zhuǎn)換:從借鑒到理解[J];比較教育研究;2007年03期

3 李文英;程紹仁;;埃德蒙·金教育決策理論探析[J];比較教育研究;2009年08期

4 屈書(shū)杰;;邁克爾·薩德勒比較教育思想的現(xiàn)實(shí)意義[J];比較教育研究;2009年08期

5 雷明珠;;民族學(xué)視角下的少數(shù)民族教育問(wèn)題探析[J];廣東技術(shù)師范學(xué)院學(xué)報(bào);2011年01期

6 潘蘇東;評(píng)埃德蒙·金比較教育分析模式[J];復(fù)旦教育論壇;2003年03期

7 方彤;外國(guó)教育規(guī)劃研究泛談[J];河北師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2000年04期

8 萬(wàn)明鋼;安靜;;全球化與多元文化張力下公民教育的變革——班克斯公民教育思想述評(píng)[J];教育科學(xué);2010年05期

9 萬(wàn)明鋼;;從“差異”走向“承認(rèn)”的多元文化教育[J];教育研究;2008年11期

10 王希;多元文化主義的起源、實(shí)踐與局限性[J];美國(guó)研究;2000年02期

，

本文編號(hào)：1999134