Cultural Identity Of The Development Of School-based Curriculum In Schools Of Jing Minority

Cultural multiplicity is the universal characteristic which exists in the human society. China is a multi-ethnic country with rich traditional culture. In recent years, a large number of national traditional cultures have disappeared due to various reasons. How to deal with the protection and innovation and development of our own outstanding traditional culture is not only the requirement of maintaining social harmony, but also the inevitable demands of national existence and development. So does the correct understanding, judgments and selection of a different culture. Cultural identity relates to the preservation of national culture and development. As an important component of the traditional Chinese culture, traditional ethnic culture plays an invaluable role of its own and the Chinese's survival and development.As an important means of cultural transmission, Education has a great impact on the national cultural identity of ethnic minorities and the mainstream cultural identity. School education can make ethnic-specific knowledge, beliefs, attitudes, values and customs passed along and achieve the innovation and development of national culture. Curriculum is the choice of culture, and also a kind of special culture. Curriculum is the core of school education which has an inevitable relation to the cultural heritage. China's new reform of basic education curriculum management identified a three curriculum management mode, providing a new concept for all the excellent culture of ethnic minorities into classes. Meanwhile, the school-based curriculum development provides a preferable route for minority cultures into classes. Based on the development of school-based curriculum for schools of minority jing, the writer made a research on the current situation of the development of school-based curriculum in Schools of minority Jing and proposed some strategies for building and exploring school-based curriculum of minority cultures, using the method of questionnaires and individual interviews. I believe that the combination of theory and the actual situation is an enthusiastic attempt which will promote the development of education in minority areas and transmission of culture, and will be better to the harmony and stability in border areas.This paper is divided into the following five parts:Part I: Introduction. This part mainly describes the research background, ideas and methods.Part II: Review of existing research. This part made an introduction on the status of cultural identity at home and abroad, and the guiding significance for education of minorities. According to the introduction of school-based curriculum development at home and abroad, the author tries to explore the combination of cultural identity and school-based curriculum development.Part III: Using the method of questionnaires, individual interviews and random lectures, the author tries to know the status of school-based curriculum development in schools of Jing minority, and point out the difficulties they faced in the national education development based on the research.Part IV: The construction of the school-based curriculum under cultural identity includes objectives, content, structure, teaching, management and evaluation of school-based curriculum development.Part V: The author proposes some countermeasures about the school-based curriculum development in schools of minority Jing under cultural identity in further development.The innovation of this research is the combination of cultural identity theory and school-based curriculum development. And a framework of cultural identity under school-based curriculum development was constructed in case of Jing ethnic schools. I think it has some reference value. Secondly, this paper uses anthropological research methods—Field Investigation. Using the methods of visits, observations, lectures, and sent out questionnaires, the author got the first-hand experience about the situation of the school-based curriculum development under cultural identity in Jing ethnic schools. What's more, he can also understand the attitudes of some teachers, students, parents and relevant leadership towards the school-based curriculum development in Jing ethnic schools, so that study will be more in-depth, and the conclusion will be more credible.The shortcomings of this research is that theories are not in-depth reflected in the relevant in the research, and there is a certain distance in understanding cultural identity theory and school-based curriculum development. Owing to time constraints, maybe I didn't have a deep understanding of school-based curriculum development problems in Jing ethnic schools. So further study needs to be done. About the proposed countermeasures and suggestions, we also need to test its feasibility and effectiveness in practice. These are the directions for further research the writer.