【作者】 杨通华； 张庆林； 张劲梅；

【Author】 YANG Tong-hua;ZHANG Qing-lin;ZHANG Jing-mei;Center for Studies of Education and Psychology of Minorities in Southwest China of Southwest University;Experimental Center, Guizhou Police College;Faculty of Management and Economics, Kunming University of Science and Technology;

【机构】 西南大学西南民族教育与心理研究中心； 贵州警察学院实验中心； 昆明理工大学管理与经济学院；

【摘要】 为了研究少数中学生的民族认同状况。编制《民族认同问卷》,对史慧颖编制的《三因素双重民族认同问卷》进行修订,该问卷为2+3结构,由于该问卷的结构不平衡,测试题目数不等,且该问卷适用于成人,所以本研究将其修订为结构均衡且适用于青少年的民族认同问卷。修订后的问卷为2×3结构,仍是由中华民族认同问卷和本民族认同问卷两个分问卷组成,每个分问卷均由3个维度组成,每个维度题目数相等。随机抽取云南、贵州和广西三省区2123名少数民族中学生以团体施测的方式进行问卷调查研究。发现滇黔桂少数民族中学生有着良好的民族认同,是"双重身份认同和谐统一"格局的最理想状态;但本民族认同仍然显著的低于中华民族认同(t=-30.526,p=0.000<0.05),同时存在着年级差异和性别差异,高中生显著地大于初中生(总问卷t=2.443,p=0.015<0.05;中华民族认同t=3.617,p=0.000<0.05;本民族身份认同t=5.416,p=0.000<0.05),女生显著高于男生(总问卷t=-2.148,p=0.032<0.05;中华民族认同t=-2.201,p=0.028<0.05)。应当加强扶贫攻坚力度、加快少数民族地区的经济社会发展,保护和弘扬少数民族文化,搞好民族教育事业,提升本民族认同感;实施多元一体的民族政策,加强对民族中学生的中华民族多元一体观的教育,构建人类命运共同体。学校多开展社会实践活动;加强对少数民族中学生的思想教育引导,使学生对我国"多元一体"的民族结构体系有正确的认识,正确的、辩证的看待自己的双重民族身份;大力开展校园文化建设;加强对少数民族中学男生的双重民族身份教育,引导提升对双重民族身份的认同;学校引导学生特别是女生关系时事政治,关注国家大事,关注社会事件,提升学生社会认知水平,进而从对本民族的认同提升到对国家民族的认同高度来。更多还原

【Abstract】 In order to study the MinZu identity of middle school students in minority nationalities, 2123 minority students from three provinces and autonomous regions in Yunnan, Guizhou and Guangxi provinces were randomly selected to carry out questionnaires by means of group measurement through the preparation of "the questionnaire about MinZu identity". Prepare the MinZu Identity Questionnaire. Revision of the "Three Factors Dual MinZu Identity Questionnaire" prepared by Shi Huiying. The questionnaire is a 2+3 structure. Due to the unbalanced structure of the questionnaire and the number of test questions, and the questionnaire is applicable to adults; this study revised it into a nationally balanced questionnaire that is structurally balanced and suitable for adolescents. The revised questionnaire is a 2×3 structure. It is still composed of two questionnaires, the Chinese National Identity Questionnaire and the original ethnic Identity Questionnaire. Each sub-questionnaire consists of three dimensions, and the number of topics in each dimension is equal. It is found that the middle school students from ethnic minorities in Yunnan, Guizhou and Guangxi Provinces have good national identity and are the ideal state of the pattern of "harmony and unity of dual identity". It is found that the middle school students in Yunnan, Guizhou and Guangxi have a good national identity, which is the ideal state of "dual identity identity harmony and unity". However, the original ethnic identity is still significantly lower than the Chinese national identity(t=-30.526,p=0.000<0.05). There are also grade differences and gender differences. High school students are significantly larger than junior high school students(Total questionnaire t=2.443,p=0.015<0.05;the Chinese National Identity t=3.617,p=0.000<0.05;the original ethnic ID Identity t=5.416,p=0.000<0.05). Girls are significantly higher than boys(Total questionnaire t=-2.148,p=0.032<0.05;the Chinese National Identity t=-2.201,p=0.028<0.05). It is necessary to strengthen poverty alleviation and efforts, speed up economic and social development in ethnic minority areas, protect and promote minority cultures, do a good job in ethnic minority education, and enhance the sense of original ethnic group identity. We should to implement a national policy of "Unity in Diversity", reinforcing the education of the minority ethnic middle school students with the concept of "The Chinese nation multiple Unity", build a community of human destiny.Schools carry out social practice activities. Strengthen the ideological education guidance for middle school students of ethnic minorities, so that students have a correct understanding of China’s "multiple integration" of the national structure system, and correctly and dialectically treat their dual MinZu identity. Vigorously develop campus culture. Strengthen the education of dual MinZu identity for male students in minority middle schools and guide the promotion of recognition of dual MinZu identity. The school should guide students, especially girls, to engage in current affairs politics, pay attention to national events and social events, raise students’ social cognition level, and then raise their awareness of from the MinZu identity to the National Identity.更多还原