Researches On The Culture Of Primary And Secondary School Teachers In Minority Areas

Teacher culture is the groups of teachers in education and teaching practice in the form of a stable occupation morals, values, beliefs about education, professional life, communication mode. Teachers’culture as a kind of subculture, alone is unlikely to exist in the field of education, first by the cultural background of the profound impact. China is a multi-ethnic country. Each nation in the long process of historical development has created the unique ethnic minority culture, and becomes the Chinese nation culture inalienable part. The Chinese national culture should become the Contemporary Teachers’culture development not exhaust fountainhead. Secondly, the teacher culture should be the education of environment influence.Since the founding of new China, especially since the reform and opening up, the cause of national education and national education has obtained the huge development. But our country elementary education development is extremely lopsided, but also by the regional economic, cultural influence and restriction. So, teacher culture should not only by national culture diversity effects, will be subject to national education diversity effects. This determines the teachers’cultural diversity and richness. At present our country experts and scholars on the study of teachers’culture research mostly stays in the general principles and rules, and the theoretical framework is inseparable from the foreign teacher culture theory, no discussion of teachers’cultural diversity and richness, especially the teachers’culture of nationality has not been theoretical understanding.This paper uses empirical research and theoretical analysis of the method of combining, based on the local community, from the regional ethnic and cultural perspective to study the elementary and middle schools teacher culture, the purpose is to highlight the teacher culture area and nationality, age and transformation, open up a new study field of teacher culture, to enrich the theory of teacher culture.This paper is divided into seven parts.The introduction part, introduces the research background, purpose, significance and the domestic and international literature review, research methods, theoretical basis. The first chapter of this paper, the basic concepts such as culture, national culture, national culture identity, teachers’culture are briefly analyzed and defined. The second chapter analyzes the nationalism of the culture of ethical region primary and secondary school teachers. The third chapter, analysis and inspection of Hunan TongDao Dong Autonomous County primary and middle school teachers’culture connotation, present situation. This chapter is divided into four sections. The first section discusses Hunan TongDao Dong Autonomous County primary and middle school teachers’ cultural connotation. Section second describes Hunan TongDao Dong Autonomous County primary and middle school teachers’cultural survival of the natural and social environment. The natural environment including geographical position, topography, climate characteristic. The social environment includes national culture environment, basic education environment. Section third provides a brief overview of the sample school. The fourth festival from four aspects analyzes Hunan TongDao Dong Autonomous County primary and secondary school teachers’ culture. Four aspects of education concept, the identity of national culture, teachers’culture change, national association of teachers. Educational concept focuses on the analysis of the concept of teachers, students, curriculum view, culture view. The identity of national culture has first analyzed the national language and teacher role identity relations, then reveals the ethnic culture on teachers’value idea influence, and then examines education value of the ethnic culture,and teachers should strengthen the consciousness of culture. Teachers’cultural change from tradition and change to be analyzed.Teacher exchanges focused analysis of their nationality. In fourth chapter, discusses ethical region primary and secondary school teacher cultural value pursuit. In fifth chapter, discusses ethical region primary and secondary school teacher cultural constraints The sixth chapter, some suggestions to promote ethical region primary and middle school teachers’culture construction were put forward.