The Primary School In The Countryside And Rural Teacher Culture Research

Ethnic minority education is the most important part of modern education. The government supports and encourages the incorporation of ethnical culture into education. Contemporary Chinese education can be characterized as "one system, multiple elements", sharing same education goals, curriculum outline, evaluation criteria, and teacher training objectives. Within this unified framework, each ethnic group can make proper adjustments according to their own cultural practices. With China’s rapid marketization, ethnic groups, especially those with relatively smaller populations, are threatened by the crushing force of economic globalization and face a dire problem of cultural transmission and preservation. In this regard, ethnic minority education becomes a crucial domain in cultural transmission, and teachers especially shoulder primary responsibilities.This research is situated in Liping County that has concentrated Dong population and serves a representative case study for teachers’role in integrating Dong ethnic culture in curriculum. In order to transmit and protect native Dong culture, education ministry, schools, and teachers should take different responsibilities. School as the specific units have to link, balance, coordinate and integrate different aspects of ethnic education; teacher as the ones who carry out the native culture education, have to rebuild, select and organize curriculum and pedagogy. On the one hand, under the request of quality-oriented education, the teachers here should be qualified for new curriculum reform; on the other hand, in the process of ethnic cultural transmission and protection, teacher should be qualified with integrating native culture into class teaching. Liping’s over all teaching force faces the problems of lower quality, aging, small number, and heavy task. When confronted with two different education contents and evaluative systems, teachers often suffer from pressure and confusion. Therefore, how to train a new generation of teachers who can integrate ethnic culture and improve the teaching ability of modern and ethnic education has become the urgent need of Dong region.The present education system and teachers’ training system in Liping County create a number of difficulties in teaching and teacher’s self development. The existing teacher’s training system cannot satisfy the demand of teacher development. Therefore, building the scientific training system for ethnic teachers, should start from rebuilding a new teacher evaluation system, enhance teachers’ cultural awareness, build new vision of curriculum culture, form multiple domains of teachers training, educate teacher not only according to the requirements of the curriculum reform, but also the capacity to integrate the national culture and modern curriculum effectively.After conducting investigations and implementing survey questionnaires, based upon my own knowledge of the ethnic teachers, I have identified problems existing in teacher development and ethnic cultural teaching. My paper focuses on four aspects.