Multi-cultural Integration In The Education Field Of Vision "uygur And Han Bilingual Education Research

Human beings are being confronted with globalizing age featured of cross-ethnic, cross-nation and cross-country boundary with the development of economic globalization in the world and advancement of technology, transportation and communication. Nowadays, most of the world-wide nations are multiethnic and multi-language ones, situations of multinational and multi-linguistic situations constructs feature of world's cultural diversity. Therefore, multicultural education policy has become mainstreams of educational development in different countries; bilingual education is major component and significant symbol of multicultural education, bilingual education for ethnic groups has become a palliative to the conflict between domestic unity and cultural diversity in order to realize multicultural integration.Ours is a multiethnic and Multi-language nation. Splendid culture has been developed by all nationalities in Xinjiang is an essential part of cultural diversity of china. Freedom of using and developing its own language of each ethnic group has been ensured fully since the People's Republic of China established. Bilingual education aimed at "Proficiency in Ethnic-Han Language" has developed rapidly, which is needed for all ethnic groups' adaptation to multicultural s6ciety and also a basic trend of ethnic education development. Bilingual education both"Uyghurs and Han"is a significant component of our bilingual education. When we tend to develop bilingual theory with Chinese characteristic, neglecting experience and research of ethnic bilingual education in different area of Xinjiang, it will be imperfect. Hetian is a poverty-stricken community dwelled in Uyghurs with highly density, in which education typifies Chinese education, of which bilingual education featured of both generic properties and peculiarity. I have used a method of documentation, fieldwork, multidisciplinary studies-some theories of cultural anthropology, education, psychology, history and policy, aiming at inquiring bilingual educational law inside educational science field, researching existence and development of cultural ecological environment and historic changes in social, cultural settings and undertaking historical and contemporaneous research from relationship of ecological environment and its elements. Based on actual situation of history and reality about bilingual education both Uyghurs and Han, I have taken Hetian school as a research field, predicted a developing trend in future, and suggested a couple of theoretical thoughts and countermeasure about implementing "Proficiency in Ethnic-Han Language" policy smoothly, improving and developing bilingual education both Uyghurs and Han.Three parts are included in all. I have conceptualized origin, development, alteration of culture, education, linguistics, to illustratefurther, and concluded developing history of ethnic education, bilingual education in Hetian district under the guide of paradigm of explanatory anthropology with methods of material collecting of history, historical retrospection, participating observation of linguistic educational anthropology and case description of sociology in the first part.Introduction: states briefly implications and main goals and objectives of theme; basic thought line of research and various theoretical paradigm; research surroundings both domestic and foreign countries; dilemma and innovation; research method and research procedure etc.The first chapter: conceptualizes origin, developing and changing process of ancient Yutian culture, in addition, ancient Yutian education (including Buddhism and Muslim) and developing process of social bilingual phenomenon in accordance.The second chapter: focuses on contact between Uyghurs culture and Han culture, major feature of bilingual education both Uyghurs and Han in Xinjiang in Qing dynasty; language policy, schooling and teaching characteristic, Hetian schooling in the period of the Democratic Republic of China, new-style ethnic education combined religion with modernization, and educational fundamental condition and developing process in public school.The third chapter: states ethnic Chinese teaching, bilingual teaching policy and "Proficiency in Ethnic-Han Language" bilingual educationalpolicy having been stipulated and its developing process in Xinjiang Uyghurs autonomous region since new China established. This chapter has stressed on historical development of Hetian bilingual education, empirical case of schooling bilingual teaching reform in Hetian district-empirical settings, aim, conclusion and enlightening of partial curriculum in the third Hetian middle school being taught in Han language. Based on this, I have introduced briefly multi-model bilingual teaching in Hetian primary, middle school and three major models.The second part, also the fourth chapter: presents attitudes and viewpoints of local people toward bilingual education in Hetian used with subjective cultural studying approach of cultural anthropology, with interviewing materials from fieldwork in Hetian.The third part: explains researcher' perspective with theoretical paradigm of explanatory anthropology, subjective and objective researching method.The fifth chapter: introduces different viewpoints and disputes among various social sections about whether Hetian community should accept linguistic culture of mainstreams and there is of necessity to take measures for bilingual education. I have analyzed different attitudes from different people from different vocation, different age, gender towards function of bilingual education with analysis method of social language, and explains necessity of bilingual education in Hetian district inperspective of ethnic culture, education, and social development. The sixth chapter analyses main factors which affects on ethnic bilingual teaching model and characteristic of ethnic bilingual education in Xinjiang, furthermore, analyzes in theoretical way three chief bilingual teaching models existed in Hetian school, indicates advantages and disadvantages and concludes characteristic constitution and teaching characteristic of bilingual staff.The seventh chapter: explains reasonably the achievement and shortcomings of bilingual education in Hetian district with the method of social language surroundings and ecological environmental analysis in social ecology field, perspective in national and regional bilingual educational policy and its geographical location, ecological environment, demographic structure, educational concept, current educational resources level.The eighth chapter: based on research, analysis of previous situation and theoretical study, highlights developing trend of bilingual education both Uyghurs and Han in Hetian, and proposes countermeasures of improving and developing bilingual education in this area.Summary: proposes theoretical thoughts of Hetian bilingual education development under the background of globalization and analyzes the dilemma will be confronted by ethnic culture and Hetian ethnic education. With a conflict and equilibrium theory of sociology, I have suggested aperspective in ethnic bilingual education conflict and equilibriumresearch, and provoked a cultural viewpoint of encapsulation andopenness.