China Mode of Preferential Development of Educatio

ChinaModeofPreferentialDevelopmentofEducationinEthnicAreasComparisonandSelectionAbstractFromtheperspectiveoforiginandwayofuseofthefactorsofproduction,theChinesemodeofpreferentialdevelopmentforeducationinethnicareascouldbeclarifiedintomodeof“hematopoiesis”,modeof“transfusion”andmodeof”immigration”.Whencomparingthesethreemodesfromthedimensionsoffeature,environmentandobjective,wecouldfindthatthesedifferentmodeshavetheirownadvantagesanddisadvantageswhenwehavedifferentemphasis.Theeducationaldevelopmentinethnicareasshouldchooseapropermode,consideringthespecificissuesandsituations,thustheobjectiveofdevelopmentcouldbeachieved.Keywords:Ethnicareas;Preferentialdevelopmentofeducation;Chinamode;Comparison;SelectionLi,X.,&Hu,X.F.(2014).ChinaModeofPreferentialDevelopmentofEducationinEthnicAreas:ComparisonandSelection.StudiesinSociologyofScience,5(4),-0.Availablefrom:URL::(Harris,2007).Manycountriesattachesgreatimportancetoethniceducationdevelopment,suchastheUnitedStatestakeeconomyandculturalcompensationtosupportblacksandotherethniceducation,whicharecoveringeverystages,ProjectHeadStart(1965),SchoolDesegregation,ProjectFollow-Through,CompensatoryEducationProgram,TheElementaryandSecondaryEducationAct(1965),EducationConsolidationandImprovementAct(1981),Hawkins-StaffordElementaryandSecondarySchoolImprovementAmendmentsof1988,NoChildLeftBehindAct(2001).InChina,thestrategyofgrantingethnicareaswithpreferentialdevelopmentofeducationhasbecomeasocialconsensusandconsciousdesire,butwiththetransformationofsocial-economicdevelopmentandtheaccelerationofurbanization,thequestionofpreferentialdevelopmentofeducationinChineseethnicareasisnotsimplyaboutinputofmoney,personneltrainingandcounterpartaids,etc..Weoughttotakemodesofdevelopmentasastartingpoint,teaseoutandrethinksystematicallythepolicies,andfurtherweshouldthinkaboutthis:Inanewhistoricalperiod,howcouldwetacklethepracticaldemandsderivedfromeducationaldivergencesandavoidthetendencyofhomogenizationforeducationalpreferentialdevelopmentwhenwepursueequalityofeducationintheseareas.Thisthinkinghasanimportantsignificance,boththeoreticallyandpractically.1.CATEGORYOFMODESOFPREFERENTIALDEVELOPMENTOFEDUCATIONINETHNICAREASModemeansmethod,means,way,mainbodyofimplementationofthisstrategyismainlythegovernment,accordingtodifferentcriteriaofclassification,themodesofimplementationcouldbeclassifiedintoseveralcases.Forinstance,wehaveelementaryeducation,vocationaleducation,preschooleducationandhighereducationetc.accordingtothecriterionoftypesofeducation;wehavemodesofinputoffunds,dispositionofteachers,constructionofinfrastructure,institutionalpriorityetc.accordingtothecriterionofcontentofimplementation,wehaveconcretemodeslikeTibetMode,XinjiangMode,InnerMongoliaModeorSouthwestMode,NorthwestMode,etc.accordingtothecriterionofplaceofimplementation.Inthispaper,webaseourstudiesonthecoreissue―preferentialdevelopmentofeducationinethnicareas,andwearemorewillingtoconcentrateonthisproblem:howthefactorsofproductionandresourcesareintheareaofeducationaregivenfullplayintheimplementationofthisstrategy.Weventuretoclassifythemodesofdevelopmentfromtheperspectiveoforiginandwayofuseofthefactorsofproduction,andthenthesethreearederived:modeof“hematopoiesis”,modeof“transfusion”andmodeof“immigration”.Modeofhematopoiesisstartsfrominsidetheethnicareas,anditaddressestheissueofeducationaldevelopmentintheseareasbywayofenhancingtheworkingenthusiasmandabilityofrelatedmainbodiesofresponsibility.Thismodeladvocates“self-reliance”forthedevelopmentofeducation,andmeanwhileittriestocreateagoodatmosphereforthisdevelopment.Modeoftransfusionmakesuseofcomparativelyadvantageousresourcesfromoutside,appliesvariousmethodsofaidtohelptheeducationaldevelopmentintheseareas.Foralongtime,thiskindofmodelwhichseekshelpfromexternalforceseestheactiveinvolvementofsocialwelfareorganizations,intermediaryorgansandotherenterprisesandinstitutionsbesidesthegovernment.Especially,duetovigoroussupportfromcomparativelydevelopedareas,theeffectivenessofimplementingrelatedlawsviathismodeisgreatlyimproved.Insidetheethnicareas,fortheresolvementofurban-ruralgap,somepositiveandfeasiblemethodsoftransfusionalsoareappliedtohelpcomparativelylessdevelopedruralareas.Modeof“immigration”isaconceptthatisderivedfromtheangleofregionaldifferencetostudytheimplementationoflawsrelatedtothepreferentialdevelopment,itsbiggestfeatureisthatthefactorsofproductiondoesnotmovewhiletherecipientmoves.Strictlyspe