Research On The Reform Of School Running Mode Of Cross Border Ethnic Rural Schools

China is a unified multi-ethnic socialist country with 56 ethnic groups,including 35 cross-border ethnic groups.Cross border ethnic education plays an important role in cultivating the awareness of the Chinese community,promoting the economic prosperity,and development of cross-border ethnic areas,promoting cross-border ethnic cultural exchanges and mutual learning.Meanwhile it is also an important basis for the overall development of cross-border ethnic students.In recent years,cross-border ethnic education has attracted more and more attention and become a unique research field.With the development of the Belt and Road initiative,the border villages of the cross border ethnic groups have been transformed from "backward areas" to "open front positions".Rural education in cross-border ethnic areas has been given a new connotation of the times and has become a more urgent strategic task.This study analyzes the current situation,the realistic basis,the core elements,the innovative path,and the implementation guarantee of the cross-border ethnic rural school running mode reform under the Belt and Road perspective.More and more attention has been paid to cross-border ethnic rural education in recent years,which has become an essential topic of cross-border ethnic education research.The school running mode reform of cross-border ethnic rural schools is not only an important part of cross-border ethnic education reform but also an urgent need for the development of cross-border ethnic education.The introduction part mainly expounds the problems from the research,development and reform of cross-border ethnic education.This paper makes a literature review on the research issues at home and abroad,and reviews the research topics,theoretical perspectives and methods closely related to the research issues.Based on the literature review,this paper explains the core concepts of cross-border ethnic groups,cross-border ethnic education,rural schools and school running mode,and explains the research ideas and methods in the research process.The first chapter mainly analyzes the cross-border ethnic rural school running mode reform’s social background in the new era.Starting from the social background of the development and change of cross-border ethnic rural areas in the new era,this paper analyzes the historical space,political space,geographical space,cultural space and the new changes in the new era of cross-border ethnic rural schools from the interaction between the social system and the education subsystem,and puts forward the basic principles of cross-border ethnic rural school education,namely ethnic identity and national identity,the coordination of political stability and peaceful development,the combination of interconnection and co construction and sharing,and the integration of inclusiveness and mutual learning with the people.Meanwhile,it puts forward the multi-value including its "soft" diplomatic value,"obvious" economic value,Implicit regulation value,"living" acculturation value and "Stickiness" coupling value implication of rural education in cross-border ethnic areas for promoting multipolar political security,diversified economic development,new social governance,multi-cultural integration and harmonious ecological co construction.In order to adapt to the grand social background of cross-border ethnic rural schools and meet the needs of important national strategies,this paper puts forward the logical approach to the school running mode reform of cross-border ethnic rural schools,that is,to promote cross-border ethnic rural schools to realize the transformation from backward border education to frontier modern education,from single ethnic education to multiple cross-border education,and from closed rural education to open international education The reform of school running mode of education is the inevitable choice and value of the development of cross-border ethnic rural schools.The second chapter mainly discusses the realistic basis of the cross-border ethnic rural school running mode reform.To comprehensively grasp the realistic basis of the reform of cross-border ethnic rural school running mode,the research combs the development process of cross-border ethnic rural school with historical logic,summarizes the three development stages of cross-border ethnic rural school running mode,including the initial establishment,structural adjustment and overall optimization,and combs the school running characteristics of each development stage: In the initial establishment stage,the orientation of running a school and the education system are established mainly based on the socialist direction of running a school;in the structural adjustment stage,the layout structure and curriculum content are primarily adjusted based on the school education system;in the overall optimization stage,the conditions of running a school and the quality evaluation are optimized mainly based on the educational development goals.The school running mode of cross-border ethnic rural schools in each development stage is not absolute.It is a process of gradual evolution.From the investigation and analysis of the current situation,we can see that the cross-border ethnic rural schools have gained some beneficial experience in the past 40 years of reform and opening up,namely,adhering to the development concept of education priority,strengthening the strong support of national policies,highlighting the value demands of multiple symbioses,and paying attention to the reform strategy of step by step.These development experiences have essential reference value for the current cross-border ethnic rural school running mode reform.Simultaneously,based on the logic of practice,the study selects the sample border counties inhabited by cross-border ethnic groups and carries out in-depth fieldwork to investigate the current situation of cross-border ethnic rural schools.The research uses the mixed research design,reveals the primary conditions of cross-border ethnic rural schools from the surface through the quantitative research method of existing statistical data analysis,deeply reveals the new problems in the process of cross-border ethnic rural schools through the qualitative research method of policy text content analysis and interview,and integrates the quantitative and qualitative research data to verify each other for better results Deeply reveal the practical problems.The research presents new changes in the management system of cross-border ethnic rural schools from the aspects of educational investment and financial security,school running conditions and resource utilization,work focus and quality assurance,number and team structure of teachers,educational background and academic ability of teachers,international students and management measures,and presents new changes in the management system of cross-border ethnic rural schools from the aspects of educational objectives,curriculum system,teaching implementation and quality evaluation The recent changes of educational elements in village schools.Through the investigation of the current situation,it is found that the limitations of school running orientation,the simplicity of curriculum system,the lag of technology application and the singleness of education evaluation of cross-border ethnic rural schools have become the significant practical problems restricting the development of cross-border ethnic rural schools,which has made a breakthrough point for the reform of school running mode of cross-border ethnic rural schools.The third chapter mainly analyzes the core elements of the reform of cross-border ethnic rural schools.This paper is based on the logical approach and practical problems of the school running mode reform of Cross Border Ethnic Rural Schools,the basic theory of "multi-cultural integration education",the reasonable elements of "mutual learning" in the Belt and Road initiative,and combined with the beneficial experience of "multiple symbiosis" formed in the process of running cross-border ethnic rural schools,seeks the support of big data information technology to analyzes the main contents of the school running mode reform of cross-border ethnic rural schools.The research proposes that the value orientation of civilization mutual learning and multiple symbiosis should be used to guide the reform of educational objectives to solve the limitations of school running orientation;the management system of multiple organizations should be reconstructed to solve the contradiction between the scattered distribution structure of cross-border ethnic rural schools and the scarcity of high-quality educational resources,and promote the sharing of cross regional educational resources;the theory of multicultural integration should be used to guide the reform of educational objectives to solve the problem of simplicity of curriculum system;seek the support of big data information technology,innovate the main links and basic strategies of teaching implementation to solve the lag of technology use;establish a double helix internal quality evaluation system based on the basic guidance of quality evaluation to solve the singleness of education evaluation.Then,It has formed the main content of the reform of school running mode of cross-border ethnic rural schools.The fourth chapter discusses the innovation path of cross-border ethnic rural school mode reform.Based on the overall framework of the core elements of the school running mode,and taking the main contents of the reform of the school running way of cross-border ethnic rural schools as a reference,this paper probes into the various paths of the reform of the school running mode of cross-border ethnic rural schools,namely,the school district management system,the integrated collaborative mechanism,the directional pairing assistance and the open cross-border platform.The reform path of school district management system is suitable for all cross-border ethnic rural areas,aiming at achieving high-quality and balanced through regional education resources sharing;the integrated cooperative mechanism reform path is suitable for cross-border ethnic rural areas with better education foundation,and aims to achieve collaborative education through the cooperation of eastern and western education resources;targeted pairing and supporting reform path is suitable for cross-border ethnic centralized connection In the special poverty-stricken areas,the goal is to realize education equity through the full injection of poverty alleviation resources in education;the open cross-border platform reform path is suitable for cross-border ethnic rural areas with certain cross-border cooperation reality basis,and aims to realize interconnection through the output of educational resources.Through the innovation of the reform path of cross-border ethnic rural schools,the paper systematically solves the practical problems of localization,curriculum system simplicity,lagging technology application and single education evaluation.It also guides cross-border rural schools to step forward modern education,multi-border education and open international education.The fifth chapter discusses the implementation guarantee of cross-border ethnic rural school running mode reform.Based on the core elements and innovation path of cross-border ethnic rural school,the cross-border ethnic rural school’s reform needs to provide necessary guarantee at the concept level,policy level,resource level,and strategy level.The first is to promote the integration of multiple interests of the joint school running organization by fate and cooperation,break through the limitation of the original organizational boundary by regional integration,and improve the efficiency of educational elements by co construction and sharing,so as to change the protection of the concept of educational development;the second is to give full play to the guidance of national policies,the appropriateness of local policies and the flexibility of school measures to provide the protection of educational policies;The third is to provide the guarantee of educational resources through the multiple integration of human resources,the integration of financial resources and the interconnection of material resources;the fourth is to explore the guarantee of development strategies from the differentiated development,echelon development,project development and information development.It aims to gather consensus with ideas,guide the direction with policies,ensure conditions with resources,optimize the effectiveness with strategies,and comprehensively guarantee the smooth implementation of the reform of school running mode.