Training Multicultural Teacher For Xinjiang

Xinjiang is a multinational region multi religious fusion, multi-language area. The pluralistic reality requires the multinational education of Xinjiang The education should foster students to respect and appreciate each other different culture. So the teacher education curriculum of normal colleges and universities in Xinjiang need to achieve the strict requirement Based on this background, this research used the literature method, questionnaire survey method and interview method to survey on the current situation of teacher education curriculum in Xinjiang. Through the training scheme of three normal universities in Xinjiang for text analysis The curriculum of Xinjiang normal university objectives didn’t highlight the students’ cultivation and there is a lack of multicultural consciousness guiding of courses schedule. Through the questionnaire found that the teacher education curriculum is not the main channel to obtain the multicultural knowledge for teachers. Combination of text analysis and investigation results, this study believes the current teacher education curriculum in Xinjiang cannot meet the demand of the reality of bilingual education in Xinjiang.All countries in the world are faced with the challenge of diversification. The United States and Australia are two of the typical diversified countries. After years of exploration, their multicultural education has made remarkable achievements. This study analyzes the characteristics of their curriculum, and summarized the culture multicultural teacher’s experience. This reference to the experience of the two countries, this paper puts forward some thoughts on the curriculum of Xinjiang multicultural teacher education. This study suggests that teacher education curriculum should highlight the Xinjiang multicultural teacher training target, the guiding ideology of teacher education curriculum on social justice as the guidance, the training objectives clear and pay attention to multicultural knowledge and skills in curriculum, intake of emotional attitude elements.