为西藏山南人民提供更好的医疗卫生服务——湖北省第一批医疗"组团式"援藏工作综述

2016年7月11日,湖北第一批医疗 "组团式"援藏工作队进藏开展对口支援西藏山南市妇幼保健院. 湖北省第一批医疗 "组团式"援藏工作队12名队员在省妇幼保健院医疗专家廉红梅的带领下,精诚团结、不断创新、扎实工作、真情奉献,为西藏山南市妇幼保健院的建设与管理作出了有目共睹的新业绩.     

湖北襄阳市积极探索教育"组团式"援藏新模式 ——首个"家门口的西藏班"在西藏琼结县开班

2021年3月15日,首个"家门口的西藏班(实验班)"——琼结县中学西藏班(实验班),在经过数月筹备和春季开学后一段时间的试教学后,在山南市琼结县正式开设.班级的教师队伍全部由襄阳市"万人计划"援藏教师和湖北文理学院"格桑花"大学生支教团成员组成,管理和教学均实行最先进的模式.让学生足不出县在家门口接受先进的教育,这是...     

西藏社工站建设的援藏实践与互动机制研究——以山南市N区为例

对口援藏是中央治藏方略的具体体现,社工机构对口援藏建设社工站是“智力援助”的新实践。湖南省D社工机构在参与西藏山南市N区乡镇街道社工站建设过程中,将支援地成熟的实践经验横向带动到受援地,扩大服务广度的同时也扩大了跨机构合作的深度。在参与式合作的政社互动逻辑下,来自援助方的社工机构与受援方政府、受援地社工机构间形成了以共同利益为核心驱动的“行动共同体”,从而实现了基本公共服务供给领域“造血式帮扶”的合作共赢,有力促进了基层服务型政府建设,提升了受援地基层治理的效能。     

服务建设发展 服务社会民生 深化活动成效——湖北省民宗委学习实践科学发展观着力在解决问题上下功夫、求实效

为进一步有效深入地开展学习实践科学发展观活动,不断提高学习实践活动的针对性和实效性,湖北省民宗委坚持把学习实践和解决问题相结合,围绕少数民族和信教群众最关心、最直接、最现实的利益问题,以解决当前存在的突出问题作为突破口,以做好当前各项工作为着力点,采取有力措施,注重突出实践特色,着力解决实际问题,深化活动成效。     

革命历史类博物馆开展青少年红色文化教育的价值及路径选择 ——以"红色传人我来当"系列活动为例

红色文化教育是爱国主义教育的重要组成部分,相比于课堂教学、集中讲座等形式,沉浸式参观革命历史类博物馆或爱国主义教育基地,更容易受到青少年学生的喜爱.为了充分发挥博物馆的爱国主义教育功能,厚植青少年爱党爱国爱社会主义情感,广东革命历史博物馆开展了"红色传人我来当"青少年红色实践活动,包含看一场红色展览、听一场红色故事、当...     

为西藏的两个文明建设努力作贡献——西藏自治区社会科学院正式成立庆典在拉萨隆重举行

在西藏自治区成立二十周年大庆前夕,西藏自治区社会科学院于八月五日正式成立。这天,西藏自治区社会科学院大院内红灯高悬,彩旗飘扬,从布满鲜花和摆设有“切玛”等象征吉祥如意物件的帐篷内传出轻快的乐声,到处都充满欢乐的气氛。成立大会就在鲜艳而宽敞的帐篷内以浓厚的民族形式举行。全国人大常委会副委员长阿沛·阿旺晋美参加了大会。自治区党政军负责同志伍精华、热地、多杰才旦、杨岭多吉、巴桑、毛如柏、多吉才让、曹旭、丹增、李本善、生钦·洛桑坚赞、朗杰、彭哲、刘永康,自治区政协副主席郑英、金中·坚赞平措、嘎雪     

现代文明背景下的传统文化传承——以“羌族文化进校园”活动在四川汶川县的实践为例

Modernization and globalization have already become the central themes of contem-porary China. As the carriers of traditional ethnic culture, ethnic minority villages and families have inevitably been involved in this development trend. After school-aged children in ethnic minority fami-lies enter schools, they are separated from their o-riginal cultural environment; meanwhile, the school curriculum is entirely based on the modern western education system. As a result, traditional culture inheritance among contemporary China’s younger generations has been facing unprecedented challenges and crises. The project of ‘Ethnic Culture Entering School Activities’ , which has been implemented in some ethnic minority regions in recent years, can be considered as a beneficial effort to realize the live transmission of ethnic intangible culture by means of school education. ‘Ethnic Culture Ente-ring School Activities ’ , was first initiated in Guizhou province, and later was gradually expand-ed to Yunnan, Guangxi, Hunan, and other prov-inces that have a number of ethnic minorities. Al-though Sichuan province is home to many Tibetan, Qiang , and Yi peoples, this project was implemen-ted in Sichuan very late, thus there is little rele-vant research. Based on the investigations on the status of ‘Qiang Culture entering School Activi-ties’ at three schools in Sichuan’s Wenchuan coun-ty, this article summarizes the characteristics and existing problems in different schools for the trans-mission of ethnic culture so as to provide a reliable reference for related projects in the future. With a survey analysis, the author discovers that ‘Qiang Culture entering School Activities’ at these three schools show differences in terms of the richness of course design, the awareness of its im-portance, and implementation effect; meanwhile, those exiting problems not only reveal the perva-siveness of this project throughout southwest Chi-na, but also show the individual particularities caused by geographical location, school level, and main tasks. Moreover, when investigating these is-sues more deeply, four ‘hidden’ features can be summarized as follows:First, there are structural differences between ordinary elementary and middle schools and voca-tional schools. Vocational schools emphasize more on the transmission of ethnic cultures. Second, the traditional culture of local ethnic minorities has been inherited more naturally in the marginal regions than those more urbanized re-gions. Third, although they are all recognized as in-tangible heritage, different types of traditional cul-ture have an unequal development. The performing type such as singing and dancing shows the most superior transmission ability in ethnic culture; the second superior type is traditional handicraft while ethnic language is obviously the most difficult one in terms of the transmission of ethnic culture. Fourth, the ‘Ethnic Culture Entering School Activities ’ project in different ethnic minority groups has the unbalanced development even in the same region. In the Aba Tibetan and Qiang Auton-omous Prefecture, the Qiang elites generally com-plain that their minority groups have received far less favorable national preferential policies and are viewed with less importance than Tibetan people. The compiling of Tibetan textbooks, Tibetan lan-guage curriculum, and bilingual examination sys-tem are more conducive to the transmission of Ti-betan culture. Concerning the above mentioned problems, this article puts forward the following suggestions:first, the relevant administration should further in-crease the capital investment, and promote the training of teaching staff and school-based text-books;second, local education departments should set up an efficient assessment and incentive mecha-nism, and promote the formation of a social envi-ronment wherein ethnic cultural study has useful applications;finally, schools in ethnic minority re-gions should strengthen cooperation and exchanges among themselves, and build connections with rel-evant education administrations and research insti-tutions. The fundamental difficulty in implementing the ‘Ethnic Culture Entering School Activities ’ project lies in the fact that traditional culture has not been included in the examination content of the modern education system. Therefore, in the ele-mentary and middle school education, the primary goal is to increase the enrollment rate of students, while the transmission of traditional culture is noth-ing more than a slogan. In order to achieve the goal of integrating traditional ethnic culture into the modern education system, we must rely on the co-operation among education administrations, schools, families, and society as a whole, and constantly improve corresponding assessment and incentive mechanisms, thus jointly creating a so-cial environment that ethnic culture has useful ap-plications. Meanwhile, intangible cultural carri-ers, intellectuals who desire to disseminate their ethnic culture, and the parents of the students should all be encouraged to participate; by doing so, we can accelerate the spread of ethnic culture into local schools step by step.