Construct The Perspective Of The Pastoral Areas Of Education, Freedom And Diversity To The School-based Curriculum

In this paper, based on the structuralism anthropology and visual anthropology theory paradigm and research methodology of interpretative anthropology, participatory action research methods of emic and etic research combined, through track interview to the case of a pair of mixed ethnic couple (focusing on the family composition of multiethnic characteristic) in the school-based curriculum development process of thought, attitude and behavioral change for a clue, follow the ethnographic text and image acquisition to pose a combination of research methods, deep-scanning process of school-based curriculum construction in Sunan II Junior Middle School in Imperial Town, Sunan County, Gansu Province, process of school-based curriculum construction includes re-demarcation of economic and cultural patterns, the investigation of needs for school-based curriculum development, theoretical discussions and mobilization of compiling curriculum materials, and trial process of teaching materials and evaluations etc., and from educational anthropologist's position, author interprets, and constructs freedom and pluralism education theory in pastoral areas.In the first chapter, the author, in Imperial Town pastoral areas, from multi-ethnic folk customs, geographical features, economic and cultural patterns to start to interview the senior representativeness of all ethnic groups, with research methods to conduct in-depth inquiry of origins and the survival status quo of Tibetan, Yugur, Hui, Mongolian, Manchu, Tu and Han group. From the use of language, religion, customs, ethnic intermarriage, ethnic awareness, distribution of power etc., in areas of the Imperial Town to analyze the ethic relations among various ethnic groups in pastoral areas. And from a historical dimension, the development of ethnic relations in China is divided into four stages: Assimilation Theory Stage (1949 years ago); Pluralism Stage (early 1950s to late 1970s); Diversified Unity Stage (the end of the 1970s to end of the 1990s) and the Liberal Pluralism Stage (after 21st century) and further explained domestic ethnic similarities and differences in the development of ethnic relations between China and the United States.Chapter two discusses the topic of historical development of school-based curriculum at the foreign and domestic context and sociological analysis from which School-based curriculum derived, and analysis of needs for school-based curriculum development in the western pastoral areas of favorable and unfavorable factors. Author concepts of capital perspective of the dynamic relationships of changes in the social domain caused by the imbalance of the original social structure, re-organization of education field region, and the provision of detailed theoretical and factual basis of the smooth school-based curriculum construction.In the third chapter, author takes a pair of mixed marriage (serving Sunan II School Tibetan teacher A and Yugur teacher B) to track the interview and make oral record of process of school-based curriculum development, and recommends the specific implementation and universalizes school-based curriculum research and development knowledge, fully reflects the expansion of school-based curriculum development and sustainability.Chapter four, based on describing external factors that affect on the special nature of pastoral education, such as the geographical uniqueness of pastoral areas, livestock production development, language diversity, the thought concept of herdsmen, pastoralists and the diversity of religion etc., and internal influential factors, such as educational aims, education system, educational content, teaching materials, teaching methods, teaching language, and the flow of graduates, the author generalizes the special nature of pastoral education: freedom and pluralism, and then constructs a "freedom and pluralism education theory" and states the importance of theory building.