Ethnic Minority Areas In Gansu Province Teachers Multicultural Literacy Of Qualitative Research

This research mainly adopts qualitative research method, in order to one of the ethnic minority areas in gansu province as a case of primary school, to study the multicultural perspective, through some capitalise on teachers and dialogue between teachers and students, vivid case, scenes, etc., to study the current situation of the development of minority areas teachers multicultural literacy, and to describe and explain in detail.The first part, to an ethnic minority compulsory education schools in gansu province as the research field, through the field investigation of the methods described in gansu minority rural children’s living environment, cultural environment, living conditions, the status of the national education, analyses the rural primary school of ethnic minority areas the significance of rural children.The second part, from the three aspects described and analyzed the present situation of the national primary school teachers multicultural literacy. The first level: multicultural literacy knowledge. Through the analysis of the status quo, found that the school teachers facing multicultural extreme lack of knowledge and in urgent need of improving the embarrassment, mainly displays in:the teachers lack the pluralistic culture consciousness, culture knowledge; National culture knowledge base is weak, the national education understand thoroughly;Lack of knowledge of relevant teaching method. The second level:multicultural cordiality literacy. Capitalise on by teachers, interviews, found that teachers’ identification of the multicultural hold a positive attitude, but the teacher identity attitude does not guarantee that the effective practice of the gap between ideal and reality, hidden in the bias of the campus, the teachers failed to multicultural affective throughout the education activities. The third level:the ability of multicultural literacy. Teachers lack of multicultural teaching ability, teaching content and student life experience; Teachers and students of families, communities, culture from; Single teaching methods, the same teaching content and student demands for diversified teaching. Therefore, teachers in ethnic minority areas of multicultural literacy cultivation is imminent.The third part, through to the multicultural literacy training primary school teachers in the countryside and facing the reality of the difficulties with the description and analysis, from two aspects of internal factors and external factors to explore the reasons. Teachers backward education idea and the cultural sensitivity of the weaker is the main internal factors. External factors mainly include:teacher training has yet to implement the multicultural issues;Mechanism, the unification of the education evaluation. Uneven regional development, the lack of incentive mechanism and so on have become teachers’ multicultural literacy development in national regions of the main external factors.The fourth part, in view of the problems of multicultural teachers training, targeted Suggestions:update training concept; Create a multicultural integration of teacher education system; Multicultural education project training; Should strengthen the role of community in multicultural teacher training; With the implementation of school-based curriculum to promote teachers’multicultural wisdom.