Curriculum Reform And Development Of Teacher Of A Ethnic Minority School

In the era that culture agitates each other, every country has to face the challenge about pluralism and globalization, as well as the friction between the national traditional culture and modernized. How to maintain the variety, difference and uniqueness of various ethnics culture during the process of globalization and modernization, and at the same time also make different culture reach communicating and understanding, impel the mutual prosperity and innovation of various nationalities' culture again, facilitating different culture background, different and ethnic people make progress together, solve the crisis that the mankind faces together. Should make one's own due contribution for this in ethnology curriculum Rising in the sixties, which now are still in the ascendant period, the multicultural education theory of the West and its practical experience opened up the new thinking for the curriculum reform of ethnic minority school in our country. The new round basic education curriculum reform has brought the good opportunity for the curriculum reform of ethnic minority school. Have not set up good and perfect system for a long time in curriculums of ethnic minority school in our country, imitate the ordinary educational pattern without any national characters, does not accord with the law of national development , so, it is brooking no delay than we must reform curriculum of the ethnic minority school. Whether the curriculum reform of ethnic minority school is success or not, the key lies in the teacher's development Because curriculum and teacher are intergrowth, relation built together, curriculum was reformed correctly the teacher's education idea, knowledge structure, ability structure, etc. have put forward the corresponding demand, and teacher's development is influencing the speed and degree of the curriculum reform again, the two interaction, mutually promote. Basic on the visual angle of multi-culture, this research put up the field investigation to curriculum reform of a ethnic minority school and teacher's state of development of the Miao area in Guangxi, and found out: The curriculum reform of ethnic minority school lags behind, teacher's professional quality is not so good, the two restrict each other, influencing the development of the national education. Trace to its cause and it lies in backwardness of the educational idea and highly centralized curriculum management system. These still fetter the thought of the ethnic minority school and teacher. The hegemony of the curriculum culture of the school has made the culture of ethnic minority in the aphasia state in the school. A lot of traditional culture of ethnic minorities faces the danger flooded by the modernized tide, and the ethnic minority school has not taken its responsibility to protect ethnic culture and give play to it. The goal , content , implementing , and appraising of the curriculum in ethnic minority school did not reflect the idea of multi-culture education, and this is also difficult for it to foster is it appear to future to train, world -oriented with cross-cultural adaptive capacity talent, it is unable to promote the need of the local social life and production. The direction and degree of teacher's development have been influenced and restricted. The teacher's education idea, knowledge structure, ability structure are all unable to meet the needs of multicultural curriculum reform. The shortage of education funds makes the reform of curriculum of ethnic minority school and the teacher's development stride difficult even more. For this reason, the national education should tackle the challenges of the times actively ,we must establish the multicultural education theory , transform single school curriculum culture; Reform the management system of curriculum, give more professional autonomies to the ethnic minority school and teacher; Recombine multicultural curriculum , promote the perfection of the curriculum system of the ethnic minority school in structure. Meanwhile, excite teacher's enthusiasm and initiative for participating in curriculum reform of ethnic minority school, establish and perfect the training and appraisal system to adapt the multi-culture, and make the teacher of ethnic minority school realize the overall promotion of self-professional accomplishment during the curriculum reform of ethnic minority school, grow up with curriculum of the ethnic minority school together.