对少数民族学生低学业成就的归因方式可以分为客观主义与建构主义两种,二者都有一定道理,但实践中人们过度倾向于客观主义归因,而忽视了建构主义归因,忽视了教师低学业期待可能对少数民族学生学业成就产生的影响。民族教育需要每个参与主体——政府、社会、教育管理者和教师,带动每个学生,人人积极发挥主体精神,以自身的努力为支点,共同推动民族教育发展 There are two kinds of attributional ways of minority academic achievement, which are objectivism and constructivism. Both of them have some truth in practice. However, in practice, people tend to attribution to objectivism and neglect the attribution of constructivism and neglect The effect of teachers’ low academic expectations may have on the academic achievements of ethnic minority students. Ethnic education requires that each participating subject - the government, society, educational administrators and teachers, bring every student and everyone into active play and take their own efforts as their fulcrum to jointly promote the development of ethnic education