西部民族地区旅游生态补偿政策实施的实践探索

The ethnic regions of Western Chi￣na are rich in ecological and cultural tourism re￣sources. At the same time, the regions are also ec￣ologically vulnerable areas with large populations of ethnic groups who have lived for a long time in poverty. Based on years’ investigation, it is obvi￣ous that tourism development, even though it can promote local economic development, has had a significant negative impact on the ecology, envi￣ronment and local communities. During the 18 th and 17 th National Congresses of the Communist Pary of China, a policy was announced to improve ecological compensation and accelerate the estab￣lishment of an ecological compensation mecha￣nism. So far, both government and academia have mainly focused on the effects and necessities of building a mechanism for ecological compensation. Of special concern, even if governments at all lev￣els sequentially enacted a series of policie with cer￣tain characteristics of ecological compensation, the public is still questioning the impartiality and legit￣imacy of the charges of such policy of ecological compensation. Thus, the task of implementing the ecological compensation policy faces many obsta￣cles. At present, the core research issue on eco￣logical compensation is no longer just the question of why it should be charged. This question was al￣ready clearly stated in official documents from cen￣tral government. Up to now, the core issues that need clarification are:in practice, how the charge be made; what amount of money should be charged;how will the revenue from the charge be used;how will the revenue derived from the charge be audited; and whether or not this charge can help to achieve government objectives in such a way.
Based on the unique background of the ethnic regions of Western China, this paper deeply analy￣ses issues of implementing policies such as ecologi￣cal compensation for tourism, including the illegi￣bility and legitimacy of who should pay, how much should be paid, and how to manage the funds im￣partially; and providing scientific and reasonable countermeasures to solve these practical problems. Compared with other industries, the tourism indus￣try became the pioneer for the practice of ecologi￣cal compensation as well as the research objective of ecological compensation studies. Some research￣ers defined ecological compensation for tourism as a system of regulating related ecological interests to protect the ecosystems of tourism destinations and promote sustainable development of the tourism in￣dustry ( Zhang Yiqun, Yang Guihua, 2012 ) . Al￣though such a definition is still fuzzy, at least it in￣dicates that the research of ecological compensation for tourism involves interdisciplinary fields inclu￣ding Economics, Sociology, Ecology and Tourism, etc. Currently, the research of ecological compen￣sation for tourism has insufficient first hand empiri￣cal research data. At the same time it has not yet had nationwide impact, either domestically or over￣seas. The research on implementing policies for the ecological compensation of tourism is at an early stage in China.
Obviously, it is hard to find sufficient re￣search results or research methods for reference, which brings certain limitations to this paper. To demonstrate the scope of this study, this paper de￣fined tourism ecological compensation as exploring the feasibility of spending fiscal revenue ( paid by tourism enterprises, tourists or other stakeholders) on protecting natural ecological environment. Based on this definition, this paper generated three actual issues with regard to implementing policies of ecological compensation for tourism, including the vagueness of the charge, the lack of unified, standard levies, and the non-tranparency of fund management. Combined with analyzing the current special background of implementing policies of ec￣ological compensation for tourism in the ethnic re￣gions of Western China, and by especially empha￣sizing the local communities of the ethnic groups who should be compensated, this paper tries to provide scientific and reasonable countermeasures consisting of implementing corresponding national policy, formulating correlated policy in accordance with local conditions and standardizing and institu￣tionalizing fund management. This paper not only attempts to support strongly implementing policies of ecological compensation for tourism at the insti￣tutional level, but also to coordinate the contradic￣tions between tourism development and ecological protection, and local community self - develop￣ment, hoping to achieve the win-win objectives of promoting an ecological compensation policy for tourism, tourism poverty alleviation and ecological civilization.     

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.     

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