A Study On The Multicultural Curriculum Development Of Basic Education In Ethnic Areas

Multicultural education is a concept originated from the West Ethnic Education. Since its formation, it has become the development trend of world nation education. Our country has been taking the Han mainstream Culture as a center for a long time. National Education is only regarded as a part of general education. Its nationality has been neglected. In national regions, the School Education has uniform requirements in curriculum. Its basic subjects as same as Mainland, which makes traditional cultures of ethnic minorities can't be inherit. Although our country's national education with the western multicultural education has many differences, but Western Multicultural education is relatively mature in theoretical results and research methods, which has important reference for our country's national education.Multicultural curriculum mainly takes all students that contain the Han students and the minority students as object. By integrate excellent traditional cultures of ethnic minorities into school's existing curriculum, to help students understand, respect, and accept other national cultures, cultivate students'ability adapt to multi-culture, improve school's teaching level and teaching quality in minority areas effectively. This is consistent with the overall objective ofChina's Ethnic Policy. Thus how integrate excellent traditional cultures of multi-ethnic minorities into school's existing curriculum to develop multicultural curriculum in the multicultural ethnic region is a practical issue that each multicultural educator need to discuss. There fore, the author takes a junior high school in Longsheng County which contains Miao, Yao, Dong, Zhuang, and Han ethnic groups as a case, names the school as M School, takes multicultural curriculum theory as theoretical support of the study, conducts a field study in M school of Longsheng County with various methods such as questionnaire method, interview method, and Literature method, analyzes present situation and existing problems of the multicultural curriculum development in M school deeply, and on this basis further put forwards the idea on Multicultural Curriculum Development in basic education of ethnic regions. Finally, the writer carries out the strategy construction in order to promote the development of multicultural curriculum of basic education in minority areas.The thesis consists of six parts:Part one, introduction. Describe the origin and significance of this research. On the basis of literature review at home and abroad, the definition of related concepts such as ethnic areas, basic education, and multicultural curriculum, Combing the research ideas and research methods of this study.Part two, theoretical analysis. Describe the basic theory of Multicultural Curriculum Briefly, and focus on the theoretical foundation of basic education's Multicultural Curriculum Development in ethnic areas, such as multicultural education theory, Chinese Diverse Integral education theory, and cultural anthropology, which provides theoretical support for the study.Part three, field work. Arrive at M school of Longsheng County to conduct field investigations. Make a brief introduce about ecological environment and cultural environment of Longsheng County. Through the analysis of the questionnaires and interview materials, summarize present situation of multicultural curriculum development in M school, and clarify M school's problems in the process of multicultural curriculum development, take them as realistic foundation of this research.Part four, Future construction. On the basis of the above three parts, the author proposes the idea on Multicultural Curriculum Development in basic education of ethnic regions from multicultural curriculum objective, multicultural curriculum content, multicultural curriculum implementation, and multicultural curriculum evaluation four aspects.Part five, Strategy construction. In order to promote the development of multicultural curriculum of basic education in minority areas, the author puts forward few strategies, such as set up a special fund, strengthen the support for ethnic minority areas, make a sound curriculum policy, establish a specialized agency of the multicultural curriculum development, cultivate teachers in ethnic minority areas of multicultural character, create a good community support system and so on.Part six, Epilogue. Elaborate the reflection and inadequacy of this research.