A Study On The Transformation Strategies Of Primary School Students In Minority Areas

In the current society "Test" as a relatively objective evaluation method is recognized and accepted,from a macro perspective the exam results not only on behalf of the school quality of teaching is also the main measure of social talents selection;And from the micro perspective,the test result is to measure the learning ability of the students,the major indexes of the individual's future development."At-risk students" is definition of poor academic performance students,in the current examination recruitment system and the way of selecting talents,the development of low academic achievement of students inevitably will be affected by certain restrictions.The "At-risk students" is not only exist in an area or school,both in the economically developed cities,rural areas or ethnic minority areas,schools have a certain percentage of the poor student,but the number and proportion by the regional education development level,education resources allocation proportion as well as the quality of school education and other factors and different.The geographical environment,economic development level,education resource allocation,the influence of such factors as the minority areas of education quality level lags far behind other regions.To protect minority students' right and equality of education,promote the development of the ethnic minority individuals,the state had spent enormous fund and for minority areas,but still failed to fundamentally improve the low academic achievement in minority areas.Education is the most fundamental principle education fairness,on the surface the low academic achievement is only involves the future development of individual,but in fact it relations to the social structure,stratified flow and the cultural inheritance of the ethnic minority.Student academic achievement of minority region,relates to the minority areas of talent training quality,is one of the important factors which restrict the development of the ethnic minority areas.This study is research of poor student in ethnic minority areas,the paper divides into four chapters:four chapters.The introductio n part includes the origin of topic,research significance,research id ea,research methods,and literature review.First chapter is an overvi ew of the social background,the education condition and present si tuation of low academic achievement students in the ethnic minority areas.From the social environment,school and family factors espe ctively expound the effect on low academic achievement students.The second chapter,from the Angle of the school and researcher represent the current strategy work on low academic achievement students in the ethnic minority areas,analysis the contradiction and exist problems.The third chapter will introduce The Accelerate School project,summarize the practice experience of Accelerate School work on At-risk students.The fourth chapter in combination with the practical situation of ethnic minority areas put forward education strategy for low academic achievement students in the ethnic minority areas.Through the investigation and analysis,the conclusion is:1)The teachers in minority area lack of objective understanding to the particularity of low academic achievement minority students.The particularity of low academic achievement minority students is objective existence.Changing the currect situation of low academic achievement minority students put forward adaptive education strategy all base on the understanding of the particularity of minority students.2)The multicultural education qualities of teacher can improve finding the potential of low academic achievement minority students,establish the correct idea that the particularity low academic achievement minority students is the key to put forward adaptive education strategy,which can improve the attitudes and teaching method for low academic achievement minority students.The effective teacher training and the correct understanding of bilingual education is the major route to promote the understanding of multicultural education.