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针对内地西藏中职班教育,从马克思主义人学理论角度来看,一方面需要考虑西藏学生提升自身知识、能力、素质的个性需求,另一方面需要教育者尊重他们的个人主体地位。在对其教育过程中如何实现主体性和个性的统一。以南京工程高等职业学校内地西藏中职班教育为例,在对学校实施的教育对策论述基础上,结合马克思主义人学理论和相关文献进行了综合论述分析。研究表明:在党的方针和政策指引下,用热情迎接西藏学生、“爱、细、严”培育对策、强有力的师生团队强化知识和能力的培养等教育对策,必将使内地西藏中职教育平台成为汉藏文化融合的又一个创新典范。
For the secondary vocational education in the interior of Tibet, from the perspective of Marxist theory of human studies, we must consider the individual needs of Tibetan students to enhance their knowledge, abilities and qualities. On the other hand, they need educators to respect their personal subjective status. How to Realize the Unity of Subjectivity and Individuality in the Process of Education? Taking the secondary vocational education in Tibet as an example, this paper discusses the education countermeasures implemented in schools in China and combines the Marxist theory of human studies with the related literatures. The study shows that under the guidance of the party’s guidelines and policies, it is imperative to educate Tibetans enthusiastically, education strategies such as cultivating students’ knowledge of love, fineness and strictness, and strengthening teamwork of teachers and students so that the Mainland Tibetan vocational education platform has become another cultural innovation of Sino-Tibetan innovation model.