“学校应当实施一种兼具变革性及批判性的公民教育，以促进对所有学生的教育公平。公民身份以及公民教育的范围应当扩大，使来自不同种族、文化、民族和语言群体的公民的文化权利都能得到保障。”在前不久中央民族大学举办的“全球化背景下的多元文化教育国际学术研讨会”上，多元文化教育的主要创始人、美国华盛顿大学多元文化教育研究中心主任詹姆斯·班克斯(JamesA.Banks)呼吁各界人士共同携手，共同促进多元文化教育的发展。他表示，多元文化教育可以帮助学生获取在全球范围内生活和工作所必需的知识、技能和价值观，可以帮助学生形成世界性的思维，使得他们可以更好地参与到促进公平与社会公正的工作中。

"Schools should carry out an integration of transforming and critical citizen education,To promote the education fair to all the students.Citizenship and civil education should expand the scope of,Made from different ethnic groups/culture/National and language groups of citizens' cultural rights can be guaranteed."In the recently held the central university for nationalities"The globalization of multicultural education international academic seminar"on,Multicultural education the main founder/University of Washington multicultural education research center director James Banks(JamesA. Banks)Calls for people from all walks of life hand in hand together,Work together to promote the development of multicultural education.He said,Multicultural education can help students to gain in the global scope the life and the work necessary knowledge/Skills and values,Can help students form world thinking,That they can better participation to promote fair and social justice in the work.

　　“变革性的公民教育可以使学生更好地同那些来自不同种族和民族文化的同辈们进行交流与了解，当实施此种教育时，学生在教室和学校都可以经历民主。因此，他们更能学会深入思考文化认同和承担相应的义务。”他认为，在变革性教育的课堂上，教育的不平等及社会分层就会受到挑战，甚至不会再出现，进而构建公平、严谨又民主的课堂和学校。

"At the point of the drawing citizen education can make students better with those who come from different racial and ethnic culture over the students communicate and understand,When implementing the education when,Students are in the classroom and the school can experience democracy.therefore,They are more can learn to think deeply cultural identity and undertake corresponding obligations."He thinks,In transforming education class,Education inequality and social stratification will be challenged,Don't even appear again,And then to build a fair/Rigorous and democratic the classroom and the school.

　　“多元文化教育的理念是强调教育权利平等，即所有的受教育者，不论其种族、民族、语言、社会经济地位的差别，都应享受平等受教育的机会。”教育学博士、延边大学师范学院副教授靳淑梅认为，这种理念所倡导的一切措施其目的都是力求保证不同文化背景、不同社会地位的人都拥有公平受教育和充分发展其潜能的机会，其目的是寻求教育平等中失落的环节，是社会民主、平等、公正等思想的具体表现。“多元文化不但强调受教育权利的平等，而且强调尊重差异。因为教育的结果会因受教育者个人的天赋、机遇的不同而不同，机会均等不可能机械地实现。”靳淑梅认为，多元文化教育实质是促进教育机会的均等。并且指出，多元文化教育体现了教育公平的平等、差异和补偿原则。

"Multicultural education concept is to emphasize education rights equality,That all educatee,Regardless of race/national/language/The social and economic status of the difference,Should enjoy equal opportunities by education."Dr pedagogy/Yanbian university teachers college, an associate professor at JinShuMei think,This kind of idea advocated by all measures the purpose is strive to ensure that different cultural background/Different social status has fair by education and fully develop their potential opportunity,Its purpose is to seek education equality of missing links,Is the social democracy/equality/The ideas of justice specific performance."Multicultural education is not only emphasize the equality of rights,And emphasizes respect for differences.Because the result of education for educatees personal talent/Opportunity different and different,Equal opportunities can't realize the machinery."JinShuMei think,Multicultural education essence is to promote the education opportunity equality.And points out that,Multicultural education embodies the education fair equality/Differences and compensation principle.

　　“多元文化教育虽然无力处理制度缺陷和改变社会结构，但最终会通过公平享受课程资源、公平享受教师资源，采取合理的、适合少数民族学生文化特点的教学措施等方式，促进教育公平，帮助弱势群体摆脱他出身时所属群体的局限，显著改变其生存状态，最终会通过教育内部的公平促进整个社会的公平。”靳淑梅表示，多元文化教育是多元文化在教育领域中的映射，是教育公平理念的映射，也是推动教育公平的重要力量。

"Multicultural education though unable to handle system defects and changing social structure,But eventually through fair enjoy curriculum resources/Fair enjoy teacher resources,Take reasonable/Suitable for minority students culture characteristic teaching measures, etc,Promote education fair,Helping the disadvantaged group get rid of when he was born subordinate group limited,Significant change its survival condition,Eventually through the education internal fair to promote the whole society's fair."JinShuMei said,Multicultural education is a multicultural education in the field of mapping,Education fair is the idea of mapping,Education fair is to promote the important strength.

多元文化教育不能忽视本土化发展 Multicultural education cannot ignore localization development

　　“从少数民族教师的汉语提高或熟练，到少数民族儿童主要通过汉语进行学习并提升学业是一个长时间、多变量的过程，很难在短时间内见效。并且，少数民族教师汉语水平提升并不一定带来教育专业知识和实践能力的提高。但另一方面，教育是对每一代儿童个体负责任的事情，不能以牺牲当下儿童的发展为代价，现有的教师如何教学，如何提升当下的少数民族儿童的教育质量是必须及时面对的现实问题。”北京师范大学教育基本理论研究院院长郑新蓉认为，教育质量是衡量教育基本功能实现的表征，她鼓励少数民族地区以儿童个体发展为本体，以适宜语言和文化为用，尊重教育教学规律，提升我国少数民族教育质量。“如果说大规模的汉语言学习和培训的‘语言路径’是中央政府规范国民教育功能和改善民族教育的着力点，那么，学校的民族文化的教材、课程、活动以及教师培训则是基层地方对民族地区教育质量以及学校功能的解释和希冀。”

"From the minority teachers of Chinese to improve or skilled,To minority children mainly through the Chinese learning and improve school is a long time/Multivariate process,It is difficult to effect in a short time.and,Minority teachers Chinese level does not always bring education professional knowledge and practical ability to improve.But on the other hand,Education is a generation of children to each individual responsible things,Not to sacrifice the children's development as the price,The existing how teachers teaching,How to improve the current minority children's education quality is must timely face the reality of the problem."Beijing normal university education basic theory research institute President ZhengXinRong think,Education quality is the basic measure of education function representation,She encourages minority areas to children's individual development as the ontology,With appropriate language and culture for use,Respect education teaching rule,Ascension of minorities in our country education quality."If the scale of the Chinese language and learning and training‘Language path’Is the central government regulations of national education function and improve the starting point of national education,so,The school of the national culture of teaching materials/course/Activities and teacher training is basic parts of national region education quality and functions of the school's interpretation and hope."

　　“这些年少数民族地区在撤点并校、寄宿制、绩效考核、校园安全等政策因素的影响下，少数民族学校形式上的规范化、标准化、绩效化，使得少数民族儿童学习远离社区、家庭，缺乏友善、关爱以及与真实生活联结，少数民族儿童的社区和家庭的经验系统过早地并入寄宿制学校，使他们也远离了母语活用环境。”郑新蓉认为，少数民族儿童认知能力发展的最大困难是母语表征的感性经验和认知结构难以被教师所知觉，特别是在越来越多的非本民族教师主导的教学环境中。另外，现有的教师培养、招聘和管理制度，使得普通教师(除非是本民族本社区的)很难把握少数民族生活、生产的世界，并了解其历史、文化和语言的特征。

"These ethnic minority areas in from point BingJiao/residential/Performance evaluation/Campus security under the influence of policy factors,The standardization of the minority schools form/standardization/Performance change,Make minority children away from learning community/family,Lack of friendly/Love and real life connection,Minority children's community and family experience system prematurely merge into residential schools,That they also away from the mother tongue of the environment."ZhengXinRong think,Minority children's cognitive development is the most difficult language representation of perceptual experience and cognitive structure is difficult to be teacher perception,Especially in the more and more than the national teachers' leading teaching environment.In addition,The existing teacher training/Recruitment and management system,Make ordinary teachers(Unless this nation of our club)It is difficult to grasp the minority life/Production world,And understand its history/Culture and language features.

　　“教育可以传承文化，但是教育不止于文化传递；教育基于权利，但是不止于权利获得，教育离不开民族身份认同，但要超越身份认同，这是现代教育的公共性特征所决定的。”郑新蓉表示，如何在公共教育系统中，在有限的公共教育资源中，通过整合各种教育因素，促进少数民族儿童最大限度的发展是提升少数民族教育质量必须面对和解决的问题。

"Education can culture,But education more than cultural transmission;Education based on the right,But more than to get right,Education without national identity,But to transcend identity,This is the modern education of the public characteristics of decision."ZhengXinRong said,How in the public education system,In the limited public education resources,Through the integration of various education factors,Promote the minority children maximum development is to promote the minority education quality must face and solve the problem.

多元文化教育需加大师资培养 Multicultural education need to increase the teachers' training

　　郑新蓉认为，要提升少数民族教育质量，需要培养大批优质的民汉兼通的师资。“他们必须尊重学生文化、语言及社会经济背景的多样性，接受过关于双语教学与教育的规范训练，在知识、理念、技能上具备双语教学的能力。”另外，她认为，民族地区教师养成和培训内容应涵盖双语教育、文化、社会化、文化沟通、社会控制、差异、冲突、社会融合、多元文化等主要概念和知识；在教师培训形式和机制上，针对性地选择语言和文字对基层教师进行培训；建立国家、省、县三级民汉兼通培训教师网络，形成民族地区的教师支持服务体系，以保障民族地区教师培训的质量；建立民族教育质量监测指标和体系；将定期向社会报告各民族教育的投入、质量以及发展，切实有效地提高各民族基础教育的质量；根据各民族教育现状，参照文化、语言、地理和生态多样特点，分别制定各个民族地区教育发展规划，并依据少数民族地区生产和生活方式进行学校布局、选址以及校历的编制。

ZhengXinRong think,To improve minority education quality,Need to cultivate a large number of high quality people of han and pass the teachers."They must respect the students' culture/Language and social and economic background of diversity,Accept about bilingual teaching and education standard training,In the knowledge/concept/Skills have the ability of bilingual teaching."In addition,She thinks,National regions teachers develop and training content should be covers bilingual education/culture/socialization/Culture communication/Social control/differences/conflict/Social integration/Multicultural and other major concepts and knowledge;In the teachers' training forms and mechanism,Targeted to choose language and word to the grassroots teachers training;The establishment of a national/province/County level 3 people han and general training teachers network,Forms the national area teacher support service system,In order to ensure the quality of the teachers' training in national regions;Set up a national education quality monitoring index and system;Will to the society regularly report the national education investment/Quality and development,Effectively improve the national basic education quality;According to the national education present situation,Reference culture/language/Geographical and ecological diversity characteristics,Respectively formulate various national regions education development planning,On the basis of minority nationality areas production and way of life for the school layout/Location and the preparation of calendar.

　　“制约双语师资队伍水平不高的重要原因是双语教师本土化、低层次培养的现象比较普遍。要打破长期以来双语教师只由民族学校培养的模式，可采用分离、分段培养的方式，即母语由本地学校培养，汉语和专业能力可异地选择高水平大学培养。”西北师范大学副校长、西北少数民族教育发展研究中心教授万明钢认为应该提升双语师资水平、探索双语教学方法，他倡导双语教师来源多元化，鼓励、支持汉族教师学习少数民族语言，建立一支多民族的双语教师队伍。

"Restrict bilingual teachers team level is not high important reason is the localization of bilingual teachers/Low level training the phenomenon is quite common.To break long bilingual teachers only by national school training mode,Separation can be used/Piecewise training approaches,Mother tongue is by the local school culture,Chinese and professional ability can choose different high level of university culture."Northwest normal university, vice principal/The northwest minority education development research center, professor WanMing steel think should enhance the level of bilingual teachers/Explore bilingual teaching methods,He advocated bilingual teachers from diversified sources,encourage/Support the han nationality teacher learning minority language,Build a multi-national bilingual teachers.

　　我国是一个拥有56个民族的多民族国家，在西北、西南等广大少数民族聚居的区域教育发展相对落后，而发展多元文化教育，有助于增加不同民族之间的理解、包容，加快少数民族地区的现代化进程，有助于促进民族地区的教育公平。图为少数民族地区学生在上多媒体课。(资料照片)

Our country is a have 56 nationalities multi-ethnic country,In the northwest/Southwest ethnic minorities live in compact communities, such as large area education development is relatively backward,And development of multicultural education,Help to increase the understanding between different nationalities/inclusive,To speed up the modernization of minority nationality areas,Help promote national minority area education fair.The graph is minority areas on the students in the multimedia class.(Material photos)