A Research On The Poor Academic Achievement Of Jingpo Students In The Frontier Area Of Dehong Prefecture And Its Possible Solutions

Our state and local government have long been carrying out policies in frontier areas to maximize education fairness while minimize differences. Such policies, including "three exempt" and "two exempt and one subsidy", are carried out to improve conditions for school operations and subsidize minorities. The government spares no efforts to help students, especially attach more importance to minority students by foster more qualified bilingual teachers for them. Despite some fruitful achievements, their current situation still remains rather frustrating. The key issue is that their academic achievements have always been relatively poor.The article takes case for the study of Jingpo students in the cross-border area of Dehong Prefecture, and makes the thought "Multicultural Integrated Education" as theoretical background. I made investigation in the Town of Manghai and the Township of Xishan to find out and analyze the source of their poor academic performance. On the other hand, I try to come up with, from the perspective of local students, ways to improve their study. Personally, I define academic achievement the students’learning outcome of the school curriculums, that is to say, the academic achievement is the realization of course objectives, from another standpoint, the new round of Curriculum Reform is named the knowledge and skills, processes and methods, emotion, attitude and values.The investigation reveals that in the cross-border area of Dehong, the academic performance of Jingpo students are not only worse than that of Han students, some even worse than that of Dai Nationality students and the Burmese. All these suggest that the study of Jingpo students has got into deep troubles: limited knowledge and learning skills, poor understanding towards learning methods and materials and negative value and attitudes towards study, all these resulted from the big gap between the Jingpo culture and the mainstream culture. There are four major factors that contribute to their poor performance: firstly, the big gap between the culture and language of Han and Jingpo Nationality; secondly, different achievement goal orientations of Jingpo students; thirdly, influence of their special social class structure; the last but not least, negative effect resulted from their isolated geographical location. In the guidance of "Multicultural Integrated Education" and from the perspective of the local people, my research intends to improve their academic performance. Both the state and local government should increase the input into the preschool education of Jingpo children, adopt more favorable policies to their employment, provide the teachers who support border areas with material rewards and supports, improve the bilingual teacher in quality and quantity. Institutionalized management of foreign students should take the local situation into account.