民族学校的课程是民族文化在教育中的具体反映,也是教育公平问题在课程与教学领域中最直接的体现。本书选取了民族地区课程政策作为研究主题,把“理想的课程政策”与“现实的课程政策”在人们内心形成的心理矛盾、文化冲突等进行比较,采用质性和量化相结合的研究范式对课程政策实施过程中利益相关者的心理矛盾和文化冲突进行解读,对政策改进提出了相应的对策和建议。 Curriculum of ethnic schools is a concrete reflection of national culture in education and also the most direct manifestation of the issue of education equity in the field of curriculum and teaching. This book chooses curriculum policy of ethnic minority areas as the research topic, compares “ideal curriculum policy” with “realistic curriculum policy ” in psychological conflicts and cultural conflicts formed by people, and adopts qualitative and quantitative phase The combined research paradigm interprets the psychological contradictions and cultural conflicts among stakeholders during the implementation of curriculum policy, and puts forward corresponding countermeasures and suggestions on policy improvement.