Research On The Construction And Application Of Evaluation Index System For Comprehensive Practical Activity Curriculum Integrated With Ethnic Culture In Minority Areas

Ethnic minority culture is an important part of Chinese culture,which contains rich educational resources of comprehensive practical activities.It is of great significance for primary and secondary schools in minority areas to take ethnic culture as curriculum content to carry out comprehensive practice teaching.From the perspective of cultural integration,this study carries out the construction and application of the evaluation index system of the curriculum of integrated practice activities of ethnic cultural integration in ethnic minority areas.It is necessary to construct a corresponding evaluation index system to integrate ethnic culture into the curriculum of comprehensive practical activities scientifically and systematically in minority areas.The construction,revision and application of the evaluation index system are the key points of this study.The specific contents of this study include theoretical review,construction of evaluation index system,revision of evaluation index system,application of evaluation index system,analysis of problems and causes,and countermeasures and suggestions.1.Theoretical review.It defines the core concepts of ethnic minority areas,ethnic minority culture,cultural integration and comprehensive practical activity courses.Based on combing the relevant research results,the problems of this study are clarified.After clarifying the research questions,starting from the theories of cultural analysis curriculum theory,"cultural consciousness" theory and Taylor's principle,this paper expounds the enlightenment of the above theoretical basis to the construction of evaluation index system in this research.2.Construction of evaluation index system.The evaluation index system for Comprehensive Practical Activity Curriculum integrated with Ethnic Culture in Minority Areas is preliminarily constructed according to the Guiding Outline of Comprehensive Practical Activities Curriculum in Primary and Secondary Schools,relevant research results and theoretical basis.The Delphi method was used in this study.Based on three rounds of expert consultation,the evaluation index system of comprehensive practical activities curriculum based on the integration of minority cultures is constructed according to the concentration degree,coordination degree and enthusiasm coefficient of experts in the consultation questionnaire,combined with the opinions of experts.3.Revision of evaluation index system.The evaluation index system based on Delphi method is revised by interview method.In order to avoid the interference of the evaluation index system constructed by Delphi method to the evaluation index system constructed by interview method,various components of the evaluation index system constructed by Delphi method are suspended.In this study,six comprehensive practice teachers and four principals with rich experience in minority culture teaching in minority areas were interviewed deeply,and the interview texts were coded in three levels to construct a new evaluation index system,so as to revise the evaluation index system constructed by Delphi method.Through comparative analysis and appropriate modification of the evaluation index systems constructed according to different research methods,the evaluation index system(final edition)of comprehensive practical activities curriculum based on the integration of minority cultures is determined,which covers five first-level indexes,18 second-level indexes and 80third-level indexes of objectives,contents,implementation,evaluation and management,and serves as a reference for the compilation of the questionnaire.4.Application of evaluation index system.The application of the evaluation index system in this study includes two aspects: first,the evaluation index system is used to directly examine the status quo of ethnic minority culture teaching in the comprehensive practice activity class of teachers in ethnic minority areas.After interviewing primary school teachers in ethnic minority areas,the researcher conducted a preliminary survey of Z,K,M and B primary schools in H and D counties of Guizhou Province,and examined the status quo of their objectives,content,implementation,evaluation and management according to the constructed evaluation index system.Secondly,according to the constructed evaluation index system,the questionnaire is prepared and the survey is carried out.After a small range of testing and modification,a questionnaire on the current situation of the Curriculum of Integrated Practice activities of Integrating Ethnic Minority culture was compiled,and the questionnaire was used to investigate the relevant status quo.Through independent sample T test and one-way an OVA,this study explores the differences in gender,age,teaching age,ethnicity,whether they can speak minority languages,whether they are teachers of integrated practice activities and the schools they are in.The results show that there are significant differences in gender,age,teaching age,ethnic group,whether they can speak minority languages and whether they are teachers of comprehensive practice activities.However,there is no significant difference in the school of teachers.5.Problem and cause analysis.This paper analyzes the problems existing in integrating ethnic culture into the curriculum of comprehensive practical activities in ethnic minority areas.The problem solving and creative materialization of a goal for the degree of improvement,selection of ethnic minority cultural aspects content structure is not reasonable,curriculum implementation,aptness of activity on the way to improve students,teachers,not clear in the activities of the need to achieve the goal of comprehensive practice curriculum and its degree and school management formalized problem is more serious.On the basis of clarifying the existing problems,the researchers analyzed the causes of the related problems,mainly including the failure to consider the difficulty of setting goals,the conditions and methods for achieving goals,the limited cultural literacy of some teachers of ethnic minorities,and the failure of some teachers to comprehensively use various modes of activities.Teachers' evaluation of students lacks clear evaluation criteria and management system aimed at promoting the cultural integration of ethnic minorities.6.Countermeasures and suggestions.In view of the problems and reasons,countermeasures and suggestions are put forward to promote the integration of ethnic culture into the curriculum of comprehensive practice activities in ethnic minority areas,mainly including the following five aspects: Set under certain conditions most of the students can achieve the goals,teachers in promoting literacy on the basis of choosing appropriate ethnic culture content,the integrated use of a variety of ways to carry out the ethnic minority cultural activities,establishing clear evaluation criteria to evaluate students,and establish the corresponding management system and implementation.