加拿大多元文化对教育的影响分析

Abstract: Multicultural education reveals the cognitive awareness of cultural diversity and multiple choices, which enable people to re-examine the motives and ultimate destination of the main stream culture education, and consequently can face up to the limitations of education.

Through referring to some foreign writings, multicultural and multiculturalism’s concepts are defined. By combined with the description of multicultural education’s concept, emphatically elaborated its basic ideas. Then, according to the real of Canada and its historical process, this paper analyses the reasons for Canada's multicultural learning and summarize Canada's multicultural policy. Finally, the analysis the same point between the Canadian multicultural education and Chinese national cultural education, from the perspectives on confirming multicultural education philosophy, fostering students the cross-cultural skills and structuring cultural connotations with national cultural history, some inspirations can be explored that brings from the Canadian multicultural education to Chinese national education.

Key words: Canada; multi-culture; multicultural education; inspirations

中文摘要: 多元文化教育揭示了人们对文化多样性与文化多元选择的认知，使人们重新审视主流文化教育的动机与归宿，从而正视教育的局限性。

本文引用多本国外著作对多元文化、多元文化主义的概念进行了界定，并对多元文化教育概念的发展进行了描述，对其概念进行了界定。着重阐述了多元文化教育的基本理念，其中双语教育是前提，课程设置是关键，教育方法是根本。结合加拿大的现实发展与历史进程，分析了加拿大多元文化学习的原因，并描述了学校及家庭里的多元文化学习、总结了加拿大多元文化的政策和教育。最后，分析了拿大多元文化教育与我国民族文化教育的相同点，并从确定多元文化教育理念、培养学生的跨文化交往能力、按照本民族的文化历史构造民族教育的文化内涵等角度探讨了加拿大多元文化教育对我国民族教育的启示。

关键词: 加拿大；多元文化；多元文化教育；启示

1. Induction

1.1. Related notions

1.1.1. Multi-culture and multiculturalism

National culture is one factor of multi-culture composition, the symbol of nation state and the main feature to certify country’s own independent identity. It originated from a specific ethnic geography, environment and long-term social practice. As a national co-precious spiritual wealth, national culture not only to shape the nation's life style, but also to construct the specification of the value of the nation, is the fundamental source of national community cohesion.

In the “Multicultural Citizenship: A Liberal Theory of Minority Rights”,Will Kymlicka believed that cultural provides the possibility for citizens to choose a meaningful life. As a multi-ethnic nation-state, Canada should proceed from freedom and respect the cultural rights of citizens, inclusive “National citizenship” and “Thin identity”to integrate ethnic nation-state. Nation-state not have to create a unified national culture, but only to ensure that all ethnic groups have the opportunity to maintain a different culture, so that it can ensure that members of all ethnic and cultural identity gain equal protection. Due to the different situation of different cultural groups, truly equal treatment of these minority cultures is to give unequal treatment.

Canadian migration tide caused diverse national cultural integration, and made Canadian culture emerged a pattern of multicultural. According to the explanation of “multi-culture” from the “Canadian Encyclopedia” which edited by James ?H ?Marsh, generally, there are three meanings: First, it refers to a racial or cultural heterogeneity characteristics of the society; Second, it was the perception of the concept of equality and respect between ethnic or cultural groups; Third, it was the policies that Canadian federal and provincial government implemented since 1971.

Hall considered that the "multi-cultural" and "multiculturalism" segment is a useful approach in “Unsettled Multiculturalism”. He thought, multicultural as an adjective described the coexistence of many cultures in the social community, and

attempted to establish a common life, but it also can retain the original identity social characteristics. While, "Multiculturalism" tends to refer to those strategies and policies for governance or management differences in a multicultural society, it is a political ideology.

Although scholars disagree, each has focused particularity on, but all actively agrees the core meaning of multiculturalism that respect for differences, giving full rights to minorities, implementing differentiated politics, and advocating the real democracy, in order to realize the coexistence of multiple.

1.1.

2. Multicultural education

Since the date of submission, Multicultural education as a concept attracted the attention of the multi-ethnic countries. Many countries, from different angles, in different ways to define multicultural education, although have diverse statement, but generally they have the same meaning. Several representative theories are summarized as follows:

James Lych, the British multicultural educationist, considered that multicultural education is an reform movement in order to meet the needs of the various minority groups or individuals in the culture consciousness and self-evaluation. Its purpose is to help all the different cultures of the ethnic groups to learn how to live harmoniously in multicultural society actively, then to maintain the equilibrium of educational achievement among populations, and based on the promotion of mutual respect and tolerance to consider all national differences.

In Japan, the more representative typical opinion thought that, so-called "multicultural education" is to provide equal education opportunities for the young people of diverse cultural and ethnic backgrounds, especially those children of the ethnic minorities and immigrants in poor situation. It is the implementary education on the basis of respect for their nation and its cultural identity.

American multicultural educator, C James A ? Banks considered that, multicultural education generally refers in the multi-ethnic country, in order to protecting the holders of a wide variety of ethnic and cultural background, in particular their children able to enjoy equal opportunities in education and their

national culture and its unique characteristics achieve respect. What’s more, Banks believed that the fundamental goal of multicultural education is: "made groups belonging to different cultural, ethnic, social class, can learn to maintain relations so as to achieve peace and co-ordination between symbiotic. However, multicultural education is not just a concept or slogan. To become operable education activity, practical education reform must be put forward.

The early 1980s, Gollnick (from USA) integrated many scholars point of view and put forward the multicultural education have to: promote cultural diversity of features and value; promote the concept of human rights and respect for social justice and equality of opportunity between individuals; so that everyone has the opportunity to choose life; promote the social become justice and equality of opportunity for all mankind; promote equal distribution of power between the different races. In our country, multicultural education is known as a multi-ethnic cultural education or minority education, mainly from the perspective of cultural background to study national education issues.

Since the 1990s, scholars’understanding of multicultural education tend to be consistent, comprehensive up, it can be roughly like this expression: multicultural education should enable all students (not only minority students) known and understand the various cultures in the community, including students own country's culture, as well as a universal national mainstream culture shared by all ethnic groups. while regardless of gender, race, religion, language, social economic status. Multicultural education must help students acquire the knowledge, skills and attitude needed to survive in the national mainstream culture, but also helps to develop the ability of students in the national subcultures and other minority subcultures survival needs. Through multicultural education courses, students can know the social injustice and its causes, and can improve their ability to adapt to different cultural backgrounds are the goals of multicultural education. In short, multicultural education is a “different cultur al education”, which treats respect different cultures as the starting point, based on every group’s equality, then promoted the mutual understanding between different cultural groups with targets, plans to implement a co- equal.

1.2. The theoretical basis of the multicultural education

多元文化教育是当代国际流行趋势之一。它揭示了人们对文化多样性与文化多元选择的认知，它是在世界一体化格局中，人们对于保持各自文化的特性，所做出的积极努力的一种结果。维持多样性，尊重差异，各民族有权利积极参与社会各方面的活动，而不必放弃自己独特的认同，是多元文化论倡导的主旨，也是多元文化教育得以产生、发展的理论基点。

Multicultural education is one of the contemporary international trends. It reveals people’s awareness on cultural diversity and diverse selections of culture. What’s more, it is a result that human made positive effort to maintain their own cultural characteristics In the pattern of world integration. Maintain diversity, respect for differences, each nation has the right to actively participate in social activities, without having to give up their own unique identity, above four aspects are multiculturalism advocated keynote

多元文化教育思想的理论基础主要由美国的社会民族理论中的文化多元主义理论;文化人类学中的文化传承理论与文化相对主义理论；心理学中的社会学习理论;教育学中的教育机会均等理论所组成。

Multicultural education is one of the contemporary international trends. It reveals a diverse selection of cultural diversity and awareness, it is a result in the pattern of world integration, Maintain diversity, respect for differences, each nation has the right to actively participate in social activities, without having to give up their own unique identity,

to maintain their own cultural characteristics, made positive efforts. Maintain diversity, respect for differences, each nation has the right to actively participate in social activities, without having to give up their own unique identity, multiculturalism advocated keynote, multicultural education is to produce, the development of the theoretical basis points.

Theoretical Basis of multicultural education by the theory of multiculturalism in the nation's social theory of the United States; cultural anthropology theory of cultural heritage and cultural relativity theory; social learning theory in psychology; pedagogy education equality of opportunity theory.

（1）文化多元主义理论是多元文化教育直接的主要理论基础。文化多元主义认为，在一个多民族国家，每个民族群体都可以保留本民族的语言和传统文化，与此同时，他们也应融入到国家的共享语言文化中去。

(1) The theory of multiculturalism multicultural education directly to the main theoretical basis. The multiculturalism that each ethnic group in a multi-ethnic country, can retain the language and traditional culture of the nation, At the same time, they should be integrated into the shared language and culture of the country.

（2）文化相对主义认为，每个社会都有它自己的特色，人的思想感情等都是由它的生活方式所塑造的。文化相对主义的核心是尊重不同文化的相互差异，谋求各种文化并存。

(2) the cultural relativism that every society has its own characteristics, and the thoughts and feelings of the people are shaped by its lifestyle. The cultural relativism

core mutual respect for different cultures differences to seek coexistence of various cultures.

（3）人类学的文化传承认为，社会的代际文化传承不仅在学校中

进行，而且更多的是在家庭和社区活动中实现的。

Anthropological and cultural heritage, the intergenerational cultural heritage of the society not only in school

Carried out, and more is in family and community activities.

（4）心理学的社会学习理论认为，年轻一代的社会化是一种行为模仿的结果。而不同社会族群、学校、社区与家庭特有的文化模式将会培养出具有不同信仰、价值观与行为模式的人。

The psychology of social learning theory, the socialization of the younger generation is the result of an act of imitation. Specific cultural patterns of different social groups, schools, communities and families will train people with different beliefs, values and behavior patterns.

（5）教育学的教育机会均等的理论也是多元文化教育的基础理论之一，所谓的教育机会均等是指将所有的事物提供给所有的人，而不能依据学生的种族、文化、宗教信仰、性别等差异为理由减少或拒绝他们受教育的机会。

Pedagogy of the theory of equal opportunities in education is one of the basic theory of multicultural education, the so-called equality of educational opportunity is the be all things to all people, and not based on their race, culture, religion, gender differences the grounds to reduce or deny them educational opportunities.

1.3. Basis idea of multicultural education

1.3.1. Bilingual education——the prerequisite

On the surface, Bilingual education seems to only solve the problem of the relationship of language and education, but in fact, it is an extremely complex process. If starting from the points of view of the different disciplines of national cultural, psychological, social and language, we can find bilingual education is a tool of national cultural heritage, the characterization of the national psychology, signs of national identity, etc. Therefore, Bilingual education is a basic premise of the idea of multicultural education.

In a multicultural society, there is always a difference between mainstream culture and sub-culture, a strong culture and weak culture, generally, those four cultures are one-to-one correspondence. The main ethnic occupy a strong position by its mainstream culture in the cultural exchanges. From the terms of the social function of language exchanges,” Use of strong language groups usually do not learn or master

the language of disadvantaged cultural groups, unless there is a special purpose. Contrary, the vulnerable cultural groups must grasp the strong language. ” It is the de facto inequality in this language function, people generally agree with the mainstream society perspective view for a long time, then there are two normal tendency in bilingual education: First, using the strong language to instead the language of ethnic minorities, and neglect the most important language factors of national identity, assimilationist education language issue is so; Second, using minorities disadvantaged language to resist the mainstream culture’s strong language, then form narrow nationalism education.

Isolation each other's language education is unfeasible, the bilingual education should provide learners with appropriate cultural perceptions as far as possible, then closely combined the language symbols to their cultural content. It can promote the mutual recognition of the culture from a positive perspective, both make minority feel the pride of the national culture, but also have multicultural identity. So, from cultural similarities and differences to carry out language education has become an important element of today's global multicultural education.

1.3.

2. School curriculum——the key

In multicultural society, due to the lack of cultural and social identity leading by different ethnic groups coexist, the national education program courses take the coordinated development issues of multicultural into consider. It is the cross-cultural education curriculum. It has two orientations: First, the school curriculum should fully reflect and maintain the unique culture of ethnic minorities, so that they have their own set of cultural heritage; Second, stressed the common characteristics of the two cultures in the school curriculum and can be tolerant of each other’s differences.

Since the second half of the 19th century, the development of the school curriculum showed that the subjects of school curriculum is determined by the structure itself, in turn, belongs to the scientific disciplines. Science disciplines were treated as the basis on concept structure and world knowledge, ration than regarded the actual experience and problems of the students as their basis. Therefore, multicultural curriculum commentators have suggested that the school curriculum

should not be modeled, but should become more diverse, cultural diversity is the most basic basis.

In the conditions of multicultural education, the goal of curriculum reform investigation should combine the practice experience faced courses with modern subject course. Only this course is introduced into the school, multicultural education can realize. Therefore, the principle of guiding multicultural curriculum arises: a multi-ethnic concept should permeate the school environment; curriculum should help students to understand the learning styles of minority students; students courses should be conducive to the formation of diversified values, attitudes and behavior; courses should cultivate the skills of students in cross-cultural exchanges; curriculum should help students to explain the point of view of the assessment of different ethnic groups in the history of conflict; courses should be the language of the ethnic minorities as important content and encourage students to use their mother tongue; the cultural background of minority students should be taken into account when evaluate of the student's program..

Course is the most effective way of multicultural education. This crucial area has not been developed in a long-term period of time. Particularity, the minority nationality education courses do not pay enough attention, mainly shows that teaching content and cultural background, language environment are out of touch, simple practice is only the compilation of the teaching material. In order to develop wide field of multicultural curriculum, national character and modern growing cause more concern, and become the inevitable choice for the development of multicultural education.

1.3.3. Teaching method ——the fundamental

Teaching methods is closely tied to the multicultural curriculum implementation. Cross-cultural research results show that the different cultural backgrounds students have significant difference in cognitive ability, understanding capacity, logical judgment and logical thinking ability. Thus, it determined the particularity of minority students in teaching methods and strategies.

In addition, certain courses and content requirements have matching teaching methods. When the issue “how to implement multicultural curriculum during the process of education” was raised, the answer is relatively simple, because the target is general; the education and training environment for children should be farthest conducive to their personal and social development. In order to achieve this goal, Germany multicultural curriculum specialists LvEr think, multicultural curriculum should focus on children experience as the center, highlighted the visual image, the specific combination of children's cognitive structure and life experience; then broken the traditional, single teaching method, and adopt modern curriculum and modern method to realized unifies.

A single method and multiple course itself is contradictory, multiple course should implement with diverse methods. The differences of methods is determined by language differences, psychological structure differences and cultural differences, how to choose teaching methods to adapt to course structure and child mental structure was related to the effectiveness of implementation.

2. Characteristics of the Canadian Multiculturalism

2.1. The historical origins of the Canadian Multiculturalism

The Canadian Multiculturalism dates back to the 16th century when Europeans immigrant to the New World and the introduction of religion. During the development of Canadian national culture, especially since 1534 French people establish the first residential point in North America and later Britain, France and China to establish a colony that many immigrants from world flood into it, many cultures coexist confounding situation and its national language status disputes clearly demonstrated.

Last 100 year, Canadian ethnic residents increased proportion is the real basis for Canadian multi-culture to form. By the late 1980s, more than two-thirds of Canada's immigrants came from Asia, Africa, Latin America and the Caribbean coast. They came from different regions, different languages, different customs, different religion, different historical and cultural backgrounds, different country of economic

environment and life way, above all consisted Canada multi-culture. At present, Canada territory, which is one of the largest countries have racial and ethnic composition in the world, distributed with more than 100 races and ethnic groups ethnic. Among nearly 3,000 population of people in Canada, about 97% people is immigrants and their descendants, with the origin and French residents as the main body, respectively 40% and 27% of the total population, followed by Italy, Germany, Ukraine, the Netherlands and other Europeans seed and Asian immigrants, indigenous ethnic population accounted for only 3%. Therefore, other ethnic groups and indigenous people expect Britain and French can be described as minorities in Canada. Unlike American society assimilate immigrants in a melting pot, Canadian immigrants adapt to life in Canada, meanwhile still firm retains many traditions of the nation. This makes Canada in the national, religious, cultural tradition showing a more colorful and vivid landscape, so called "ethnic mosaic", "cultural Platter on ethnic, religious, and cultural traditions. Therefore, these will be treated as basic social historical conditions to organically constitute the Canadian Multiculturalism.

2.2. Canadian multicultural learning

Multicultural society should give performance opportunity for the different group, and to let people enjoy each others different cultural characteristics. In Canada, multiple culture study contains two contents: one is to study the national cultural tradition; second is to understand the culture of other nations.

In the late 80 s, the Canadian government has put bigger funds to encourage all ethnic groups to protect and develop their own culture, the government give the culture and education cause power to the provincial government. Through each province is in charge of their own culture, the multiculturalism be planned as the guidance to executive education, besides, local government has even passed legislation to make public primary and secondary schools educate and learn in various multi-culture forms.

After the later 90s, with the increase number different countries national population, in Canada, more than 7% of the school-age children from the mother tongue is not English or French family. When these children began to notice that

themselves is different from some people around in language, costume, diet, and behavior style, their family and the school must be responsible for children multicultural learning, and regard it as their duties.

a. The reason of multi-culture learning

Multicultural learning in Canada has formed a permanent mode, it is not only ensure that minority children realize socialization along this nation traditions and values. And providing opportunities for different groups, they can mutually appreciate of the characteristics of different culture, and can seek educational value content in the process of respecting for traditional culture, thereby inhibiting the breeding of racist ideas.

There are two reasons to explain why multicultural learning welcomed in Canada. The first one is that multicultural learning contributes to all ethnic groups live in harmony, keep national unity, then can avoid the happening of the ethnic conflicts. The other one is that multi-culture is an advantage for Canada to carry out international trade and competition, increasing international close economic plan and cooperation can not do without language, Generally, mother tongue can also be the exchange language. In the information society who first master the information and technology will have the competition initiative.

b. Multicultural learning in family

The process of multicultural family learning is often throughout the general daily life. Due to the children's understanding of the main part of the culture is formed in the early, when parents talk to children, tell stories and play games, in addition to the church of their own culture, evaluation of other cultures also directly affect children. Through educating child the multicultural education early, child enables to understand them with curiosity and acceptance instead of the doubts and fears of their own culture and other cultures. Moreover, it is able to help them understand why they and other people have a different point of view, diverse clothing, and then teach them to respect and appreciate multi-culture.

c. Multicultural learning in school

In school, the approach for multicultural learning is that multicultural activities and programs included into the school curriculum; on the one hand, the process of multicultural learning in school reflected in the teaching and learning activities in the classroom by organizing a number of classroom activities and the same or a different culture of the nation. In the classroom, students, who came from different cultural backgrounds, can be organized in the form of teaching to learn the language and culture of their own nation, among it, the most typical mode is the mother tongue teaching and learning in the mother tongue. On the other hand, the process of multicultural learning in school reflected the environment outside the classroom, such as a variety of extra-curricular activities that can reflect the national characteristics to learn multi-culture.

The school is a part of Canadian multicultural society, through education passing multiculturalism from generation to generation. This is say that the schools multicultural education can not only help the students of different nationalities to understand that Canada is a multicultural society, but also can educate students to build Canadian society, and create a better future. In this sense, multicultural education not only can reduce the barriers of all ethnic groups within Canada, but also will strengthen the unity between them, and finally, all people work together to build their own country.

2.3. Multicultural policies and education of Canadian

In the evolution history of Canada, Canada had tried "assimilation" and "integration" mode to reform society, but all failed and frustrated until finally a policy of multiculturalism was introduced in the sixties and seventies of the 20th century. So, the government has formulated a number of plans to carry out the policy. Since 1971, most provinces in Canada have developed a series of policies and programs for multi-culture. In 1972, the federal government also appointed the competent multicultural Minister to manage the nationwide multicultural education etc. Besides, in 1982, multiculturalism was enrolled in the Canadian constitution and the Canadian charter for rights and freedom. What’s more, in July 1988, the Government of Canada enacted the Canadian Multiculturalism Act specifically, and then multicultural

country's various values were treated as holy. Multi-culture become a law that legally defined as irreversible feature of the social and cultural development of Canada.

In order to ensure the implementation of the policy of multiculturalism, the Canadian government proposed multicultural education that advocates nationwide people respect for different cultures, through multicultural education for all Canadians ,including different ethnic groups, different languages and beliefs, people of different religions, the purpose can realize, which can promote mutual respect between different ethnic groups, and promote mutual understanding of the people.

Multicultural education should not only reflect the cultural characteristics of the different ethnic groups in Canada, but also can reflect their contribution to Canadian society. Thus, multiculturalism education become the guiding principles of the social relations within Canada and the basic national policy to promote social development, and becomes the legal basis for each levels of society to develop policy, thereby, it guarantee the ideals and policies of multiculturalism into Canadian citizen consistent action.

All in all, the implementation of the policy of multiculturalism as well as a variety of educational activities, are to let members of society, especially students learn to respect the customs and culture of other ethnic groups, in order to live in harmony and to face the future construction of Canada; through the multicultural education, schools not only enable students to understand the source of their native customs and lifestyle, but also help them to understand that Canadian society in the future is still a multi-ethnic, multi-cultural society, thereby, students should establish a belief to eliminate racial and ethnic prejudice; multicultural education allows students to recognize that each nation has its own characteristics and strengths when they were children, and should learn from each other, mutual respect, in order to building the country together.

3加拿大多元文化教育与我国民族教育相同点及启示

3.1 加拿大多元文化教育与我国民族教育的同质性

多元文化并存与跨文化教育为主流是多元文化教育与我国民族教育之间相同之处。

多元文化教育与我国民族教育一样以少数民族教育为对象，它是在20世纪60年代和70年代社会对抗时期产生的教育，是一场存在于欧洲大陆的各个国家和美国、加拿大、英国以及澳大利亚的国际运动。由于多元文化教育发生的人口组成和社会运动的原因及各国差异的原因，西方各国多元文化教育在演进上也就有所不同，但最终在最为关键的方法问题上取得了共识，即多元文化教育主体地位的确立。

以注重文化嵌合为主导的加拿大多元文化教育为例，在历史演进上，加拿大的英国人和法国人两个主体民族曾企图使外国移民被同化进入主体民族文化，不承认各民族文化的差异。同化的尝试失败以后，又兴起了实行一体化文化模式的热潮，即在一定程度上承认各民族的文化差别，对少数民族吸收仍作为目的；一体化计划落空的结果直接孕育了20世纪六、七十年代呈现的多元文化教育。多元文化论者认为凡文化都应受到相同的尊重与估计。那么，很清楚，学校课程中关于多元文化的课程就应受到普遍的重视。这种文化的认同与平等的多元文化教育，是一种文化嵌合的发展途径，在加拿大为所有的少数民族群体所共享。它超越了出身国、语言、宗教、亲密关系和种族上所特有的差别。这种充满活力的多元文化并存与跨文化教育为主流的多民族教育，在较广阔的经济、政治和社会结构中被逐渐确定，并正在向取消民族的不平等的目标迈进。这已基本上成为整个多元文化教育发展的一个主要趋势。

从我国民族教育的演进看，多元文化教育与跨文化教育的因素是在解放以后出现的，到20世纪80年代末这些因素在我国民族教育中据主导地位。在漫长的中国封建社会历史时期，不同的统治阶级为了维护自己的利益，对民族地区均实行过不同的民族政策，表现在教育方面，主要有两种趋向。一是“教化”教育。由于统治阶级并没有真正意识到有一种与汉族教育不同的教育存在，只对一些少数民族实行教化，设置一些特殊的教育机构，如宋代所设的“蕃学”就是专收蕃官子弟的学校；元代的“回回国子监学”就是专门招收回族子弟的学校等。二是“同化”教育。“同化”教育实际上有两种涵义，即汉族以防少数民族的同化和汉族同化少数民族的教育。到民国时期，民国政府曾先后提出了“蒙藏教育”和“边疆教育”，并设立了相应的“蒙藏教育司”和“边疆教育司”专司其事，使我国的少数民族教育取得了很大的发展，但是，由于统治阶级思想观点的错误和对民族问题认识的不足，无论是“蒙藏教育”还是“边疆教育”，都未能真正涵盖我国的整个少数民族教育，加上这种教育的实质是以汉族的一元文化去消灭少数民族的多元文化，以达到全国文化统一的目的，从而导致这种教育的推行常引起其他民族的误会。新中国成立以后，中国共产党以马克思主义的民族观为指导，从民主的、科学的、大众的文化出发，主张一切民族的平等自由，坚决反对任何民族歧视和民族压迫，把“愚民的与奴才的教育方式”予以彻底消灭，而代之以普及的、人才的教育。尤其是80年代以来，党和政府对民族地区的教育采取了“优先发展”、“重点扶持的”原则，并从民族地区和民族自身的特点出发，在文化大讨论的氛围中形成了文化多元并存的社会环境，使跨文化教育成为民族地