Junior High School Textbooks In Traditional Mongolian Culture Research

Culture and the school have a close relationship, culture can providerich content to education, inheritance and culture of education is important.Textbooks are not only achieving the education goals, secondary studentslearn the most cost-effective tools, more importantly, it has the function ofcultural heritage, to promote value and educational function of schooleducation. National schools in education, as a carrier of the textbooks shouldbe more flexible, it is necessary to reflect the modern scientific and culturalknowledge while you want to reflect different ethnic groups and differentcultural differences, and different ethnic groups to the development oftraditional culture, cultural characteristics, and the national culture, theculture to meet the needs of the development. Therefore, in order to make abetter match textbooks from different regions, different ethnic groups anddifferent needs of the students should be established, multi-culturaleducational philosophy, all students meet national region basic learningneeds of the nation, students in understanding and acceptance of the ethnicculture, and lead the development of ethnic regions.Inheritance of Mongolian traditional culture of the Mongolian schooltextbooks is the main channel. In reality, as the mainstream culture is filledwith minority culture gradually marginalized or even ignored. In this case school textbook writing lack of remedial measures, and does not even makea theoretical answer. Study on the textbook of Mongolian traditional cultureinheritance, is one of the important content of study of national educationcurricula. This study in the perspective of cultural studies, text analysis,research methods, through the current Mongolian nationality schooltextbooks for junior high school three years grooming, inheritance ofMongolian traditional culture expressions of current textbooks andshortcomings and their causes, for promotion of multicultural educationtheory localization, Mongolian traditional culture inheritance andenhancement of national identity, are of important theoretical and practicalguiding significance.Part one, as a part of basic theory. Textbook has important value inpreserving their cultural heritage. Textbooks for preserving their culturalheritage can meet the needs of development in the minority areas,preserving their cultural heritage of textbooks to meet students ’ needs,preserving their cultural heritage of textbooks in the minority areas to meetthe needs of development of national culture.Part two and three, analyses the status and problems of textbooks of theMongolian traditional culture inheritance. In General, the three-yearcompulsory education in junior high school textbooks about Mongoliantraditional culture is still in. However, no matter the number, and themanifestations are on the look out. First, textbook content rendered by traditional culture forms a single, ignores the richness of the culture itself.Second, emphasis on skills training for students of school textbooks, lack ofculture on students ’ deep, humanistic spirit of caring. Third, the book of thelack of structural arrangements of the boot, and there are no students toguide the students understanding of texts behind a national ethnic customsand cultural life. Last, the textbooks on the character select, select theMongols have little background of writer and character.In the fourth part analyses the causes of Mongolian textbook oftraditional cultural heritage issues. Textbook selection and combination ofcontent, must involve "cultural choice orientation" problem and orientationof different textbooks, combination, or even the content of evaluation is notthe same. The Mongolian traditional culture in the decline in the textbooks isthe main reason to public culture or mainstream culture as the main accessto the results in the preparation, and as a result, differences in areas such astextbooks on writing idea, policy, teacher training, textbooks as well asevaluation standards.In the part five, raised the constructive thinking. Textbooks written inthe nation with a brand new course to culture as a guide, establish publiccultural and multicultural education that is compatible, to guide thepreparation of textbooks, to multiple open mind dealing with curriculummaterials, attention to the differences between students from differentbackgrounds, advocated providing equal opportunities for students with different backgrounds. Meanwhile, of the nation’s use of textbooks in amulti-cultural education and training, in the understanding of themulti-cultural education based on multi-cultural education awareness,understanding and respect for differences of the correct form of themulti-cultural learning, and agree that the multi-cultural study of thedifferent cultures, also to establish textbook policy of combining unity anddiversity, auxiliary material to make up for the lack of textbooks in theminority areas of text content, and emphasized national textbooks inmultiple orientations of the evaluation method. In a multi-nationalintegration in the contents of the textbook how to maintain themulti-million" and "one" of the tension is very important. From textbookconcepts, value orientation, supervision and evaluation mechanisms, such asa series of links to a comprehensive reform, truly pluralistic development oftextbook content.