中央民族大學的教學與學術

Abstract

中國的民族教育順應「多民族國家」國情而受到相當的重視，民族學院體制更是獨具特色，並以中央民族大學為實驗基礎去發展。從民大內部、擴展到民族教育整體，再延伸到民族事務，逐層探討，可以顯示民大的多重特性及其擔負的重任。民族學院體制的性質，基於少數民族人口的基本條件考量，當然傾向「民族（的）學院」；然而，若從少數民族與漢族的文化溝通層面來思考，把「民族（的）學院」朝向「民族學（的）院」的路去發展，亦能展現特色。 Among 12 \"colleges for nationalities\" in China, the Central University for Nationalities (Beijing) plays remarkably important role. It is a university \"for Nationalities\", not \"of Ethnology\". However, it also functions properly as a university \"of Ethnology\". The present study discusses how the cur-ricula of this university harmonize \"particularity of nationalities \" and \"academic character of ethnology\" by examining its teaching system. First, the teaching system of this university is described as follows: (1) It is separated into five parts. (2) It has complete training of different levels from vocational training to postdoctoral program. (3) It practices the \"class hour\" and \"semester\" systems. Next, the ethnological curricula of 22 departments (sections) in this university are categorized into three types: the core sections, the related sections, and the unrelated sections. The programs of ethnic languages are classified into \"nationalities\" and \"non-nationalities\", each of which is given different requirements. Besides, the difficulty in providing the programs or classes of ethnic languages considerably affects the orientations of ethnic languages teachers. Moreover, with a careful look at the Department of Ethnology, the Department of History, and the Department of Economics, the following questions are individually discussed: How have the core sections been reforming the ethnological curricula? How have ethnological curricula been developed in the related sections? How have the unrelated sections developed ethnological curricula in their graduate programs. The combination of \"disciplines\" and \"nationalities\" has brought challenges to these departments. Finally, the academic position of the university is examined as a whole through such aspects as the staff quality, the ethnological studies in research institutes, as well as proportions and properties of awarded research work. In conclusion, with its \"multi-ethnic country\" background, China`s ethnic education is highly recognized. The system of \"colleges for nationalities\" is more of a unique style, and the Central University for Nationalities plays its experimental role. The multiple characters and heavy responsibility of this university are shown by probing into its inside situation and the extensive issues of ethnic education, and extremely ethnic affairs. The property of \"colleges for nationalities\" is certainly inclined \"colleges for Nationalities\" by the basic condition of population of nationalities. However, if we deliberate it from the angle of cultural communication, a distinguishing feature will be opened out by the way of \"colleges of Ethnology\".