著者
小川 佳万
出版者
日本カリキュラム学会
雑誌
カリキュラム研究 (ISSN:0918354X)
巻号頁・発行日
vol.6, pp.101-112, 1997-03-31 (Released:2017-10-17)

This is an article discussing Yi language problems of school education in China through a case of Zhaojue county in LiangshanYi Autonomous Prefecture. This county has radically changed its position on Yi language after Cultural Revolution. Starting with introducing Yi language as a subject, primary schools adopted it as instruction language. After that secondary schools also became the same as primary schools. These years three higher educational institutions admitted to accepting students who graduated from those schools. It's true that expanding Yi language is obvious, but some people make much more of Han language. It's natural for people supporting Yi Language to insist on dealing with languages equally for "ethnic equality". It's also effective to improve educational quality. Other people support Han language as communication language and as means to success in life. Most favorable schools, so far, use Han language as instruction language and establish Yi language as a subject. Respecting minority cultures at schools in China means respecting minority languages. Han language, in fact, is respected more than Yi language. Therefore diffusing Yi language means diffusing Han language at the same time. The primary purpose of school education in China is to form what is the meaning of "Chinese" and "Chinese" are formed only by education. Han language means "Chinese" language. Yi nationality students who enter universities after having been educated in Yi language for many years need certain abilities of Han language. That's a traditional "Chinese" standard. Chinese Communist Party, however, found from its experiences that diffusing Yi language was effective to form more "Chinese". Although those changes contained not a few limitations, they have positive meaning of expanding the road for Yi nationalities to enter universities from developing areas such as Zhaojue county. They are also first attempts to realise language equality and opportunities to make "Chinese" image changed.

言及状況

外部データベース (DOI)

Twitter (6 users, 6 posts, 6 favorites)

文字がなかった民族の場合、民族語教育は文字造りからスタート。雲南や四川のイ族は伝統文字を使えたのは祈祷師だけで、中国政府はローマ字化を図って失敗。74年にイ文字を制定して、84年に①タイプの民族小学校、93年に中学校が誕生。でもイ族の間にもあまり人気ないみたい… https://t.co/UAD3fLiLQj https://t.co/xo4lqO1fpX

収集済み URL リスト