高校民族预科语文课程民族性的实现路径 — —以凉山彝汉双语“一类模式”为例

就如何实现高校民族预科语文课程民族性这一问题，以凉山高校彝汉双语“一类模式”民族预科为例，针对彝汉双语“一 类模式”，联系高校民族预科教育的地域性、民族特色以及语文教学实际，从增加民族文学经典、融入民族文学史、加强民族语 写作三个方面，初步探讨语文课程民族性的实现路径，以有助于实现培养理想信念坚定、基础知识扎实、民族文化自信的合格 预科学生的教育目的。

On Ethnic Yi People's Literary Classics and History and Writing in Yi Language: Approaches to Minority Characteristics of Bilingual Chinese Course for Category one Minority Preparatory Education

To address the issue of minority characteristics of the bilingual Chinese course for ethnic preparatory education, we should take into account the regional and national characteristics of the ethnic preparatory education, study the characteristics of Yi and Chinese Language courses, and explore specific approaches, i.e., to increase Yi literary classics, to integrate Yi literary history into courses, and to promote Yi Language writing practice. Our study aims to help achieve the goals of educating qualified preparatory education graduates with firm communist beliefs, solid basic knowledge, and strong confidence in national cultures.