An Analysis Of The Status Quo Of Learning In Xinjiang Classes In Mainland China And Its Reasons

With the continuous exploration and in-depth reforms in the field of education, the running and development of Xinjiang high school class in Mainland are facing opportunities and challenges, such as hardware, the students’studying and living condition, the power of teachers, students’ management, exam policy and so on. Aiming at students’studying, this study uses item response theory and grounded theory to analyze 786 students from 6 Xinjiang high schools in Guangdong from quantification and qualitative point of view. The study mainly does the following aspects:1. For intuitive grasp these students’learning levels, the study does a comparison between 294 Xinjiang class students and 139 loeal students, the result shows that the former has a larger gap in scoring rate of each question and the latter, the same to the total score, and the former presents significant extreme differences. There is also a significant difference between Han and minority students, so the study views that the ethnic composition has a certain influence to students’studying, the integration problem involved in questionnaires and teachers interviews also confirm this result.2. In order to know the overall development of these students, the study uses item response theory and analyzes the latent trait level of each person according to their questionnaire, the result shows that the latent trait levels of Grade 9 students show a more significant positive correlation with the test scores, therefore the study suggests that to a certain extent, using latent trait levels can show the overall learning situation. So according to everyone’s latent trait level, 32% is worse than general, the difference between best and worst is 10%, the gap is relatively large. So the study draws a conclusion that the level of the Xinjiang class in the mainland is not very well, and the gap between best and worst is relatively large. Nevertheless, the data show that 25% is better than general, this is also not a small proportion, which greatly increases our confidence in the development of Xinjiang class in mainland.3. To explore the reasons those affect their learning situation, the study uses grounded theory to do coding analysis of related teacher interviews, building a core theory which can explain the reasons those affect students’ attitude and motivation, and showing results in the form of network map intuitively. The reason can be summed up as Psychological problems, Integration problems, Teachers, College Entrance Examination Policy Issues, Textbook problems and School system problems. Among them, Psychological problems belong to internal factors, most of others are external factors, and some Psychological problems are also caused by objective environment, so as long as the adverse effects of objective environment have been improved, schools and teachers always pay attention to psychological counseling for students, changing negative attitudes and inadequate learning motivation just around the corner.