Study On The Promotion Of Cultural Capital In The Course Of Urban Mongolia Primary School

In recent ten years, in the Inner Mongolia region existing Mongolian teaching in high school and primary school students shrink "phenomenon, and become the characteristics and trend of the normalization. The problem just is due to the national school curriculum culture capital deficiency causes. If carried by the national schools and ordinary schools of curriculum culture capital of national school also won't be faced with biogenic atrophy. So it is urgent to improve urban Mongolian primaryschool curriculum culture capital deficiency.Now the town of Mongolia primary school opened a lot of development of great value for students, such as a Chinese must learn the "Chinese course"; as an international common language "English"; inquiry, diligent hands, the ability of collecting and processing information, the ability to acquire new knowledge, ability to analyze and solve problems and the ability of communication and cooperation of the comprehensive practice course. But the town of Mongolia nationality primary school often do not pay much attention to the development of students value, cultural capital high these courses. So the study on all urban courses Mongolia primary school as the research object of education, education, analysis of the status quo the three dimensions of school culture, to meet the needs of the students, the need of social and scientific development as the basis to judge the course has no cultural capital, and educational ethnography and Literature and other research methods to find Urban Mongolian primary school curriculum culture capital deficiency and underlying causes. And put forward countermeasures to improve the Urban Mongolian primary school curriculum culture capital. So as to provide a theoretical basis to improve the Urban Mongolian primary school curriculum culture capital. And improves the Mongolian language teaching elementary school students shrinking phenomenon.This research is divided into seven parts, the specific contents are as follows:The first part is the introduction. First, this paper introduces the background and significance of this research, and then reviews the literature related to this research topic, and finally introduces the research ideas and methods of this research.The second part is the general situation of the development of Mongolia Ethnic Primary School and curriculum. It introduces the development of the case school in recent years and the curriculum development of the case.The third part is the analysis of the curriculum cultural capital theory, mainly on the curriculum, cultural capital, curriculum cultural capital and related concepts defined..The fourth part is the Urban Mongolian primary school curriculum culture capital status were analyzed. Liao Zhexun in <course of> book will course is divided into two levels, three types. Now curriculum is divided into two categories:explicit and implicit courses. And then the dominant curriculum is divided into subject curriculum, curriculum courses (activities) experience, core curriculum (Curriculum) several subtypes. This chapter mainly on academic curriculum, experience curriculum and the core curriculum of three types of curriculum education, the status quo of education and school culture are analyzed, and the understanding of the status of the town of Mongolian primary school curriculum culture capital.The fifth part is the Urban Mongolian primary school curriculum culture capital deficiency. Also offered by the school curriculum is divided into subject curriculum and experience course, core curriculum. And from three courses of the educators, the educated, three levels of school culture to find the performance of the lack of curriculum culture capital.The sixth part is Urban Mongolian primary school curriculum culture capital deficiency of root cause analysis. Root:first, the social environment factors. Useful system exclusion, social and cultural exclusion, departments of national primary attention degree is not enough and other factors. Secondly course itself factors. Specific course material culture to the lack of capital, on the curriculum of the higher cultural capital attention degree is not enough and other factors resulted in Mongolian elementary school curriculum culture capital deficiency.The seventh part is enhance urban Mongolian primary school curriculum culture capital countermeasures. To enhance the Urban Mongolian primary school curriculum culture capital to two aspects of theory and practice to start with. The theoretical level:to meet the needs of students, social demand, discipline development needs to enhance curriculum cultural capital. Practice: to enhance the curriculum goal, curriculum content, curriculum implementation, curriculum evaluation of cultural capital, enhance teachers, material and cultural capital, and course material resources, Chinese language courses, English courses, comprehensive practical activities in cultural capital. And in the school-based curriculum injection Genghis Khan's spirit to enhance the curriculum culture capital.