Research On Geography Teaching In Minority Areas Based On Diversified Teaching

Our country is a multi-national integration. The country has been veryconcerned about the education of ethnic areas, because of the ethnic differences ineducational philosophy and cultural background. To solve the problems of theeducation of minorities in China is an important link in the development ofeducation in china. In recent years, along of, ethnic area has achieved some successin the reform of the system of national education with the finance and educationsupport by the national Ministry of finance and the Ministry of education in theminority areas. However, the formal school curriculum is Chinese as the informationcarrier; the vast majority of area using the unified teaching material, course contentis mainly to Chinese culture as the background. Minority students’ life experience,cultural background does not adapt to the curriculum system, so naturally there areserious cultural barriers between the Minority students’ education and the currentschool education. Specifically, the current school education greatly deviated fromthe minority students’ real life, it is difficult to develop and cultivate students’interest in learning. In addition, the education of minorities deviated from thestudents’ real life and practical knowledge, and Useless reading ingrained in ethnicminority regions, because some schools in ethnic regions or some national middleschool still affected by the traditional concepts of education, in the process of basicconcept and education. Leading to high dropout rates, low sense of achievement, andindifferent educational concept In this area.Therefore, based on the practice in three months of education in ethnic minorityareas, the author gives full attention for the ethnic students learning differencephenomenon caused by the life, family, cultural differences. To reform、practice andexplore the unified teaching mode which contents few characteristics in nationalregions and cannot reflect the ethnic and cultural diversity. The paper selectsgeography as an example, and chooses diversified teaching as the basis. Payattention to diversification of minority students, and explore suitable geography teaching mode in the process of teaching in minority regions. Implementdiversification teaching from a full range including guiding ideology, goal, content,method, evaluation and so on. Put forward a set of consistent with national students’diversified geography teaching system. So as to provide help for geographyeducation in minority areas, meet the students’ needs, and improve interest oflearning geographic on the basis of the original cognition. To gain moregeographical knowledge that is useful for life.