國家教育研究院

　　本文探索了中國大陸在推動民族教育時推動目標與具體作法，可以理解到中國大陸作為一個多民族國家，特殊漢-民互動歷史以及幅員廣大所形成的特殊情況，在許多層面都出現獨特於世界潮流的措施。　　在所面臨的教育困境方面，中國大陸在民族教育的法律上尚未完成獨立的法規依據；在課程內容上亦無法充分反應多元族群與多元文化的事實與精神；在教育實踐上亦出現許多教育效率不彰、學業成就低落的現象。在教育目的方面，於文化的論述下亦強調少數民族的珍貴性，亦強調中華文化一統的重要性與絕對性；在現代化的論述下結合著國家總體開發少數民族地區所需的技術性人才培育論述，其實在堅定貫徹著「國家穩定與反分裂意識」的政治論述。而在教育的具體作為上，學術與各階層教育中的文宣作戰，包含五個一工程，歌功頌德，加上與世界潮流相左的特殊「雙語教育政策」，再輔以中國大陸特殊的促進族群融合手段與相關教育實邊計畫，便呈現出相當特殊、獨特於世界各國的民族教育運作機制。

　　This essay aims to explore the goal and strategy of Chinese minority ethnic education.By doing this, we can realize that China, as a multi-ethnic country, with broad territory and aspecial history of interaction between Han and other ethnic minorities, shows unique situationin the world.　　Concerning the challenges of the Chinese ethnic education, China has no exclusiveethnic education law; curricular contents show no spirits and facts of multi-ethnic ormulti-culture; education praxis shows educational inefficiency and low academic achievementof minority students. In the aspect of educational goal, although china highlights the value ofminority cultures, she still emphasizes the importance of a united China; China incorporates“Modernization discourses” with “Big West Development” human resources discourses, toimplement the political discourses of “national stable and anti-secession ideology”. In theaspect of educational praxis, academic and educational propaganda including “five oneproject” and praise of education policies, Chinese style bilingual education, ethnic integrationstrategies and border education reinforcement strategies, they present a very noteworthy,unique ethnic educational operation system in the world.