On The Interest Analysis Of The Deviation Of The Education Policy Implementation For Minority Ethnic Groups

Chinese government has always paid attention to the development of minority education and made a series of educational policies and regulations for the minority ethnic groups, which have constituted a complete set of educational policy system, to ensure that our minority education develops healthily. China has established a relatively complete, advanced minority language and bilingual education policies and regulations. However, in China, a vast country, ethnic histories, cultural traditions the living patterns, language environments of many ethnic minorities are different, so bilingual education for minority plays different roles in their lives, and their needs towards bilingual education for minority are different. As a result, there are still some misunderstandings towards bilingual education policies for minority and some policy implementation deviations.Taken the bilingual education policies for minority as an example, the paper firstly analysis the target and connotations of these policies for minorities in China, and the dimensions to evaluate the implementation of these policies. Our bilingual education policies for minority have always stressed "Mastery of Minority Language and Chinese", the connotation of which is very rich, including not only the mastery of two languages simultaneously, also of two kinds of cultures. The so-called "mastery" is to make full use of the two languages and cultures for the minority students, to promote their development and growth with the highest efficiency. It may be possible to achieve this goal in the implementation of the bilingual education policies for minority, only when "Mastery of Minority Language and Chinese" can be understood comprehensively.The field survey of the implementation about the bilingual education policies for minority reveals that the bilingual teaching is gradually weakened in practice, and ethnic cultures of minorities are lack in bilingual teaching. The reasons of the implementation deviations of the bilingual education policies for minority are complex. One of the most important reasons is the goals of the government policy is inconsistent with the demands of ordinary people in the ethnic areas. Today the scope of application of minority languages is narrowing, the prospects of career development is uncertain for the students majored in minority language, and the evaluation system of academic achievement is not conducive for the students who receive bilingual education, so the request of inheritance of minority languages can not transfer into the reality needs of the ethnic society. Therefore the implementation of the bilingual education policies for minority falls into the dilemma between ideal and reality. It is not only the problem which the bilingual education policies for minority face, but also the same problem which the education policies for Minority in the new era.To eliminate the "dilemma", we must face the interest demands of the schools and the people in ethnic areas:to establish guarantee policy system; to increase financial input in ethnic education, while improve the fiscal transfer payment system; to reform the methods of teaching and assessment. The ethnic schools will become an important driving force for the heritage of minority languages and cultures.