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　　習(xi)近平(ping)總書記參加十三屆全(quan)國(guo)人(ren)大五次會(hui)議內蒙(meng)古代表團(tuan)審議時強調，民(min)族(zu)(zu)團(tuan)結是(shi)我國(guo)各族(zu)(zu)人(ren)民(min)的生命線，中華民(min)族(zu)(zu)共同體(ti)意識(shi)是(shi)民(min)族(zu)(zu)團(tuan)結之本。要緊緊抓住鑄牢中華民(min)族(zu)(zu)共同體(ti)意識(shi)這(zhe)條主線，深化民(min)族(zu)(zu)團(tuan)結進步(bu)教育。

　　在青少年中(zhong)鑄牢(lao)中(zhong)華(hua)民族共(gong)同體(ti)意(yi)識，學(xue)校(xiao)教育是主渠(qu)道。著(zhu)力鑄牢(lao)中(zhong)華(hua)民族共(gong)同體(ti)意(yi)識，是學(xue)校(xiao)教育的使命擔當(dang)，是落(luo)實立德(de)樹(shu)人(ren)目標任(ren)務的根本要求。

　　中央(yang)民族工作會議之后，筆者參加全國政協民族宗教委(wei)員會專題調研考察，深(shen)感鑄牢(lao)中華民族共同體意識意義重(zhong)大(da)、深(shen)得民心。中央(yang)一(yi)系列重(zhong)大(da)部署付(fu)諸實(shi)施，“鑄牢(lao)”的主線進一(yi)步貫穿學校(xiao)教育立德樹人的全過程。全面推(tui)廣(guang)國家通用語(yu)言和(he)推(tui)行國家統編教材(cai)進展總體順利。同時也(ye)深(shen)感，在發展不(bu)平衡不(bu)充分問題仍然相(xiang)對突(tu)出、影響各民族交往交流(liu)交融等因(yin)素仍然復雜(za)多樣的背景(jing)下，共識不(bu)夠、重(zhong)視不(bu)夠、落實(shi)不(bu)夠的問題仍然存在。

　　鑄(zhu)(zhu)牢(lao)(lao)中華(hua)民族(zu)(zu)(zu)共(gong)(gong)同體(ti)(ti)意識(shi)教(jiao)育(yu)(yu)要(yao)(yao)貫穿學(xue)校(xiao)(xiao)(xiao)教(jiao)育(yu)(yu)立(li)德樹人的(de)(de)(de)(de)全過(guo)(guo)程(cheng)(cheng)。“鑄(zhu)(zhu)牢(lao)(lao)中華(hua)民族(zu)(zu)(zu)共(gong)(gong)同體(ti)(ti)意識(shi)是新時(shi)代黨的(de)(de)(de)(de)民族(zu)(zu)(zu)工(gong)作(zuo)的(de)(de)(de)(de)‘綱(gang)’，所(suo)有(you)工(gong)作(zuo)要(yao)(yao)向(xiang)此(ci)聚(ju)焦(jiao)”。“鑄(zhu)(zhu)牢(lao)(lao)”教(jiao)育(yu)(yu)的(de)(de)(de)(de)共(gong)(gong)性(xing)要(yao)(yao)求，56個民族(zu)(zu)(zu)“一(yi)個不(bu)能(neng)少”，絕非只針對(dui)少數民族(zu)(zu)(zu)。實(shi)施工(gong)作(zuo)要(yao)(yao)因(yin)地(di)(di)(di)制宜、因(yin)時(shi)而異(yi)。針對(dui)一(yi)些(xie)民族(zu)(zu)(zu)地(di)(di)(di)區(qu)一(yi)度強調(diao)差(cha)異(yi)性(xing)多，強調(diao)共(gong)(gong)同性(xing)少的(de)(de)(de)(de)傾向(xiang)，廓清和(he)(he)避免(mian)學(xue)校(xiao)(xiao)(xiao)與學(xue)科專業設(she)置、招(zhao)生、課程(cheng)(cheng)等方(fang)(fang)面一(yi)度存在(zai)的(de)(de)(de)(de)“差(cha)異(yi)性(xing)=特(te)色”的(de)(de)(de)(de)誤區(qu)。全面推普和(he)(he)推行國(guo)家統編教(jiao)材任務艱巨繁重的(de)(de)(de)(de)地(di)(di)(di)區(qu)和(he)(he)學(xue)校(xiao)(xiao)(xiao)，要(yao)(yao)特(te)別(bie)注意疏解和(he)(he)引導糾正(zheng)一(yi)些(xie)家長學(xue)生對(dui)切身(shen)利益過(guo)(guo)分焦(jiao)慮(lv)及對(dui)教(jiao)育(yu)(yu)政策(ce)誤解所(suo)導致(zhi)的(de)(de)(de)(de)認識(shi)上的(de)(de)(de)(de)偏差(cha)。針對(dui)“鑄(zhu)(zhu)牢(lao)(lao)”教(jiao)育(yu)(yu)工(gong)作(zuo)在(zai)推進項目化(hua)、基地(di)(di)(di)化(hua)、實(shi)體(ti)(ti)化(hua)過(guo)(guo)程(cheng)(cheng)中，一(yi)些(xie)地(di)(di)(di)方(fang)(fang)存在(zai)的(de)(de)(de)(de)路徑依賴、“新瓶裝舊酒(jiu)”、形(xing)式主義等問(wen)題，推進工(gong)作(zuo)需要(yao)(yao)精準判斷、精準聚(ju)焦(jiao)，對(dui)癥下藥，講(jiang)求實(shi)效。民族(zu)(zu)(zu)地(di)(di)(di)區(qu)學(xue)校(xiao)(xiao)(xiao)教(jiao)育(yu)(yu)要(yao)(yao)按照(zhao)立(li)德樹人的(de)(de)(de)(de)根本要(yao)(yao)求和(he)(he)增進共(gong)(gong)同性(xing)的(de)(de)(de)(de)方(fang)(fang)向(xiang)，將鑄(zhu)(zhu)牢(lao)(lao)中華(hua)民族(zu)(zu)(zu)共(gong)(gong)同體(ti)(ti)意識(shi)融入(ru)辦學(xue)治(zhi)校(xiao)(xiao)(xiao)、教(jiao)書育(yu)(yu)人全過(guo)(guo)程(cheng)(cheng)。

　　堅持治理(li)(li)(li)(li)理(li)(li)(li)(li)念和(he)(he)(he)(he)辯證思維。以鑄牢中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)民(min)(min)族(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)體(ti)意(yi)識(shi)為(wei)總(zong)綱，正確理(li)(li)(li)(li)解共(gong)(gong)(gong)同(tong)(tong)性和(he)(he)(he)(he)差(cha)異(yi)(yi)性的(de)關(guan)(guan)系(xi)(xi)，堅持統(tong)一(yi)性，增進共(gong)(gong)(gong)同(tong)(tong)性，尊(zun)重和(he)(he)(he)(he)包(bao)容差(cha)異(yi)(yi)性，堅持民(min)(min)族(zu)(zu)因素(su)與區(qu)域因素(su)的(de)有(you)機(ji)統(tong)一(yi)；正確理(li)(li)(li)(li)解中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)民(min)(min)族(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)體(ti)意(yi)識(shi)和(he)(he)(he)(he)各民(min)(min)族(zu)(zu)意(yi)識(shi)的(de)關(guan)(guan)系(xi)(xi)，懂(dong)得大(da)(da)漢族(zu)(zu)主(zhu)(zhu)(zhu)義(yi)和(he)(he)(he)(he)地方(fang)民(min)(min)族(zu)(zu)主(zhu)(zhu)(zhu)義(yi)都不利于中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)民(min)(min)族(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)體(ti)建設；正確理(li)(li)(li)(li)解中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)文(wen)化(hua)(hua)(hua)和(he)(he)(he)(he)各民(min)(min)族(zu)(zu)文(wen)化(hua)(hua)(hua)的(de)關(guan)(guan)系(xi)(xi)，懂(dong)得56個民(min)(min)族(zu)(zu)的(de)優秀文(wen)化(hua)(hua)(hua)都是豐富多彩的(de)中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)文(wen)化(hua)(hua)(hua)的(de)組成(cheng)部分，根深干壯(zhuang)才能枝繁葉茂；正確理(li)(li)(li)(li)解現代(dai)化(hua)(hua)(hua)與民(min)(min)族(zu)(zu)文(wen)化(hua)(hua)(hua)傳統(tong)的(de)關(guan)(guan)系(xi)(xi)，懂(dong)得只有(you)傳承創新發展民(min)(min)族(zu)(zu)優秀文(wen)化(hua)(hua)(hua)，才能搭(da)上現代(dai)化(hua)(hua)(hua)的(de)快車(che)；正確理(li)(li)(li)(li)解物(wu)質和(he)(he)(he)(he)精(jing)神(shen)(shen)的(de)關(guan)(guan)系(xi)(xi)，懂(dong)得物(wu)質和(he)(he)(he)(he)精(jing)神(shen)(shen)相輔相成(cheng)，工(gong)具理(li)(li)(li)(li)性與價值理(li)(li)(li)(li)性有(you)機(ji)統(tong)一(yi)。引導教(jiao)育廣大(da)(da)青少年學生深刻認(ren)識(shi)中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)民(min)(min)族(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)體(ti)意(yi)識(shi)是國家統(tong)一(yi)之基(ji)、民(min)(min)族(zu)(zu)團結之本、精(jing)神(shen)(shen)力量之魂，從(cong)小培養家國情懷(huai)；牢固樹立(li)在中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)民(min)(min)族(zu)(zu)大(da)(da)家庭中(zhong)(zhong)(zhong)像石(shi)榴(liu)籽一(yi)樣緊(jin)緊(jin)抱(bao)在一(yi)起，休戚與共(gong)(gong)(gong)、榮(rong)辱與共(gong)(gong)(gong)、生死與共(gong)(gong)(gong)、命運與共(gong)(gong)(gong)的(de)共(gong)(gong)(gong)同(tong)(tong)體(ti)理(li)(li)(li)(li)念，增進守望相助、手足(zu)情深的(de)感情基(ji)礎和(he)(he)(he)(he)思想(xiang)基(ji)礎；增強對偉大(da)(da)祖國、中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)民(min)(min)族(zu)(zu)、中(zhong)(zhong)(zhong)華(hua)(hua)(hua)(hua)文(wen)化(hua)(hua)(hua)、中(zhong)(zhong)(zhong)國共(gong)(gong)(gong)產黨(dang)、中(zhong)(zhong)(zhong)國特色社會主(zhu)(zhu)(zhu)義(yi)的(de)高度(du)認(ren)同(tong)(tong)。

　　進一步(bu)形成(cheng)合力。“鑄牢”教(jiao)育不僅(jin)僅(jin)是某一工作部門的事，需(xu)要(yao)(yao)在黨的堅強(qiang)領導下，形成(cheng)政府(fu)、社會、學校、家庭一體(ti)化育人體(ti)系，學校教(jiao)育、干部教(jiao)育、黨員教(jiao)育、社會教(jiao)育、家庭教(jiao)育形成(cheng)合力。全面推普和推行國家統編教(jiao)材，需(xu)要(yao)(yao)既做又說。小道理(li)要(yao)(yao)講清(qing)(qing)楚(chu)，大(da)道理(li)也要(yao)(yao)講清(qing)(qing)楚(chu)；就業(ye)、事業(ye)、職業(ye)發展等切身利(li)益要(yao)(yao)講清(qing)(qing)楚(chu)，國家命(ming)運、民族前途的家國大(da)義(yi)，更(geng)要(yao)(yao)講清(qing)(qing)楚(chu)。

　　制度創新(xin)和組(zu)織保(bao)障(zhang)。促進各民(min)(min)族(zu)交(jiao)往交(jiao)流交(jiao)融，要從(cong)青少(shao)年抓起(qi)。要結合統籌城(cheng)鄉教育(yu)布(bu)局規劃和公(gong)共(gong)服務(wu)資源配置，對學(xue)(xue)校設置和教育(yu)教學(xue)(xue)組(zu)織進行結構性(xing)調(diao)(diao)整。要按照增(zeng)進共(gong)同(tong)性(xing)和全(quan)方位嵌入的方向，有序推進民(min)(min)漢合校、混合編(bian)班、混班教學(xue)(xue)、混合住宿。要深化民(min)(min)族(zu)班辦學(xue)(xue)模式(shi)改革，推動各民(min)(min)族(zu)學(xue)(xue)生(sheng)增(zeng)加交(jiao)流。通(tong)過嵌入式(shi)社區和調(diao)(diao)整學(xue)(xue)校布(bu)局結構和教學(xue)(xue)組(zu)織，營(ying)造有利于各民(min)(min)族(zu)交(jiao)往交(jiao)流交(jiao)融，促進學(xue)(xue)生(sheng)共(gong)同(tong)學(xue)(xue)習生(sheng)活、健康(kang)成長(chang)的環境條件。

　　強化政(zheng)策(ce)導向。影響推普和(he)推進(jin)使用國家統編教材(cai)的校內外因(yin)(yin)素，歸根結底是考(kao)(kao)(kao)(kao)試指(zhi)揮(hui)棒和(he)相關政(zheng)策(ce)機制(zhi)。教育(yu)(yu)評價(jia)考(kao)(kao)(kao)(kao)核和(he)升學考(kao)(kao)(kao)(kao)試等(deng)環節銜接配套(tao)還需抓緊(jin)推進(jin)，應將政(zheng)治、語文、歷(li)史都作為中考(kao)(kao)(kao)(kao)高考(kao)(kao)(kao)(kao)的必(bi)考(kao)(kao)(kao)(kao)科目，并賦予必(bi)要權(quan)重。需長期堅持(chi)(chi)扶(fu)持(chi)(chi)民(min)族(zu)地區教育(yu)(yu)和(he)優(you)秀人才培養(yang)的政(zheng)策(ce)。同(tong)時(shi)按(an)照實事求是、因(yin)(yin)時(shi)而(er)異、因(yin)(yin)地制(zhi)宜(yi)的原(yuan)則，逐(zhu)步(bu)調整完善(shan)考(kao)(kao)(kao)(kao)試、公務員(yuan)考(kao)(kao)(kao)(kao)錄中加(jia)分、民(min)考(kao)(kao)(kao)(kao)漢等(deng)政(zheng)策(ce)舉(ju)措。完善(shan)和(he)校正政(zheng)策(ce)導向，促進(jin)民(min)族(zu)團結和(he)教育(yu)(yu)質(zhi)量水平同(tong)步(bu)提升。

　　著力解決(jue)好課程教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)與(yu)師(shi)(shi)(shi)資兩(liang)大瓶頸。教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)是國(guo)家事權。抓(zhua)緊組織國(guo)家統(tong)(tong)(tong)編教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)，補齊課程教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)的(de)短板。目前，民(min)(min)(min)(min)族院校(xiao)學科專(zhuan)業課程結構亟待調(diao)整。民(min)(min)(min)(min)族理(li)論、民(min)(min)(min)(min)族團結教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育統(tong)(tong)(tong)編教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)建設滯后。政治、歷史(shi)和母語教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)，特(te)別是涉民(min)(min)(min)(min)族問題(ti)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)，須(xu)由國(guo)家統(tong)(tong)(tong)編、審定或授權。要堅決(jue)斬斷教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)編寫、出版、發行中的(de)非(fei)法(fa)利益鏈(lian)條，保(bao)證國(guo)家統(tong)(tong)(tong)編教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)暢(chang)通(tong)無阻。全(quan)面推行使用國(guo)家統(tong)(tong)(tong)編教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)，也(ye)使得民(min)(min)(min)(min)族地(di)區(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)編制不足的(de)短板和結構性矛盾進一步(bu)凸顯。有關(guan)部(bu)門、各級政府應高度重視，通(tong)過統(tong)(tong)(tong)籌調(diao)劑教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)編制；嚴把教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)入口關(guan)，強化(hua)民(min)(min)(min)(min)族地(di)區(qu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)運用國(guo)家通(tong)用語言(yan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學能力培訓以及農村教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)特(te)崗計劃(hua)、優師(shi)(shi)(shi)計劃(hua)等，讓更多優秀教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)在(zai)民(min)(min)(min)(min)族地(di)區(qu)發光發熱。

　　作者：管培俊(jun)，全國(guo)政協委(wei)員，中國(guo)高(gao)等教育學會(hui)(hui)副會(hui)(hui)長(chang)、國(guo)家民委(wei)原(yuan)副部長(chang)級專職委(wei)員

　　來源：《人民政協報》(2022年03月(yue)22日 第 03 版)