20世纪60年代兴起于西方国家的多元文化教育课程，当今依然承载着不同民族群体的希冀，担负着传承与发展不同种族、阶层的文化，通过承认、尊重文化的多元性，促进其价值，容忍、接纳他民族文化的使命。随着全球化的推进，人们愈加关注其理论的时代性创新和实践的时代性效应。全球多元文化背景下，走入课程实施场域，探究新时期我国多元文化教育课程（以民族团结教育课程为例）“实然”与“应然”间的差距，以“文化”为视域进行重建，让这门承载着对话意蕴的课程为不同民族学生搭建起一个公共平台，彰显出回归生活世界、促进公平与和谐的课程理念，以实现其真正的价值。

The multicultural education curriculum that emerged in Western countries in the 60s of the 20th century still carries the hopes of different ethnic groups, shoulders the mission of inheriting and developing the culture of different races and classes, promoting its value by recognizing and respecting cultural diversity, and tolerating and accepting the culture of other peoples. With the advancement of globalization, people are paying more and more attention to the epochal innovation of its theory and the epochal effect of its practice. Under the background of global multiculturalism, we will enter the curriculum implementation field, explore the gap between "reality" and "should" in China's multicultural education curriculum (taking national unity education curriculum as an example) in the new era, and reconstruct it from the perspective of "culture", so that this course carrying the meaning of dialogue builds a public platform for students of different nationalities, highlights the curriculum concept of returning to the living world and promoting fairness and harmony, so as to realize its true value.（AI翻译）

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