Research On The Dislocation And Adaptation Of The Basic Education Concept In Southwestern Border Area

Southwestern border areas have characteristics of border regions and nationalities, thus it determines that the basic education of border regions has its own characteristic compared to common areas and even rural areas. The particularity is not only shown on the nationality of educatees but also lied in the location, history and culture attribute of the whole southwestern areas. To build the best functional border areas education, we should not only make sure all factors within school cooperate well but also make sure schools, families and communities cooperate well with each other. Leading a way that on the one hand, education cooperate well with nature, culture, society, and family, on the other hand, education should be connected to students’lives. In short, the development of basic education in southwestern areas should insist on the concept of "coexist in harmony".Therefore, this study is based on the "coexist in harmony" concept and designed the questionnaires and interviews, and carried on the investigation and analysis to the object. The results show that high enrollment rate is a result of the national force.There are seventy percents students don’t like to go to school.The phenomena that students get tired of study in schools and play truant are prominent. Students are facing academic failures, entrance hopelessness, and having no skills to get a job because of school lack of ethnic culture lessons and activities.In the relationship among schools, families and communities, schools haven’t serviced well to the community and family production development needs. Some schools are combined to another school, it cut the connection between schools and communities. Interactions among teachers, parents and other citizens in these regions are extremely limited. Students live in school dormitories for a long time which lead to an alienation between students and their families. All these lead to a disharmonious situation among schools, communities and families.These seemingly are the problems of the school curriculum, the choices of teaching language, the choices of teaching language, the evaluations of the examination. However, the real problems are that concepts of education and value orientation. Schools on border areas pursue the honor as "school stands as a symbol of Chinese education", they pay little attention to teaching and connotation of the school. They copy other downtown schools’ education model and ignore the particularities of border areas’ education. The real concepts of border areas’ schools don’t match the "coexist in harmony" concept, which they really need, so it only lead to difficulties of development. Therefore, to develop healthily, they need to insist the "coexist in harmony" concept. As for schools, they should put their particularities as an important part to suit their aims and lessons with their location. They should also open up bilingual lessons. Pay much attention to the connection among schools,communities and families, and let the school’s mainstream culture and the ethnic minority culture suit each other, improve each other.