全球教育展望

本文以A族聚居区的4821名中小学生为研究对象，探究国家通用语言文字学习对学生国家认同的影响。研究发现，中小学生国家通用语言文字学习的整体学习水平处于中等偏上，“国家通用语言文字学习目标”“国家通用语言文字学习内容”“国家通用语言文字学习的经验组织”维度的水平高于“国家通用语言文字学习评价”;国家通用语言文字学习受多维度人口学变量影响，家庭语言环境(尤其父母语言习惯)和学段适应性为关键因素；学生因语言环境限制面临更大挑战；中小学生的国家认同总体较高，但在认知上仍存在不足。国家认同受多维因素影响，语言环境和家庭文化资本为核心预测变量；A族学生、牧区学生、高年级学生为认同教育重点关注群体；国家认同的认知维度与情感、行为维度存在解耦现象。国家通用语言文字学习与国家认同联系紧密，其中提升课程设计的目标性和内容的丰富性可以有效增强学生的国家认同感。建议优化国家通用语课程设计，强化目标导向与内容深度；针对重点群体提供更精准的教学支持；构建家庭—学校—社区协同教育生态；优化政策保障与资源支持机制。

This study investigates the impact of learning the national common language(Chinese) on national identity among 4,821 primary and secondary school students from ethnic group A The research found that overall level in national language learning among students is above average, with higher scores in “learning goals, ” “learning content, ” and “organization of learning experiences” than in “learning evaluation.” National language learning is influenced by multidimensional demographic variables, with family language environment(especially parental language habits) and adaptation during school stages emerging as key factors. Students face greater challenges due to language environment restrictions. Overall, students report a relatively high level of national identity, though cognitive deficiencies remain. National identity is influenced by multiple factors, with language environment and family cultural capital as core predictive variables. Students from ethnic group A, pastoral areas, and higher grades are identified as vulnerable groups in identity education, requiring targeted interventions. Moreover, cognitive and emotional/behavioral aspects of national identity show a degree of disconnect. National language learning is closely related to national identity, and strengthening the goal orientation and content richness of curriculum design can effectively promote students' sense of national identity. Recommendations include optimizing national language curriculum design, strengthening goal orientation and content depth, implementing targeted interventions for vulnerable groups, fostering a collaborative family-school-community educational ecosystem, and enhancing policy support and resource allocation.