Research On Culturally Responsive Pedagogy Of Teachers In Ethnic Area School

Based on historical research,this study seeks to answer these questions through a month-long fieldwork survey.On the premise of the necessity and possibility of implementing culturally responsive pedagogy,as well as the similarities and differences among foreign related theory,culturally responsive pedagogy was redefined.The study found that classroom teaching which research field has the quality of culturally responsive pedagogy that foreign study found,but it also has the difference in the uniqueness of foreign related theory and practice research.In relatively culturally responsive pedagogy which is ought to be constructed,culturally responsive pedagogy also has its limitations.And thus put forward the culturally responsive teacher and its multicultural characteristics.The final report of the study composes of five parts:The first part is the introduction,which mainly introduces the source of selection,the purpose of research and the meaning,the literature review,the concept definition,the theoretical basis and the research strategy.The second part is the social and historical background of the cultural responsive pedagogy.First of all,the author generalizes the national cultural and educational policy.Then,the author listed the United States' efforts to deal with the education problem in multicultural culture.Then,the author expounds the possibility of theoretical migration,and puts forward the necessity of implementing cultural responsive pedagogy.The third part mainly discusses the status of culturally responsive pedagogy in the research school classroom teaching.This part presents and analyses the material of the fieldwork from three aspects of culturally response.In combination with the domestic and foreign relevant theory and the field survey data based on the results,"culturally responsive pedagogy" of this research is redefined,and points out the theoretical foundation,teaching target,teaching program and evaluation standard,auxiliary conditions.The fourth part consists mainly of two aspects.One is the content and the way of the culturally response in this research.The content of culturally response includes ethnic culture,class culture,and culture.The way of culturally response includes reactions,guidance,and corrections.Secondly,the multicultural characteristics of the teachers who implement the culturally responsive pedagogy are required to be discussed.The fifth part is a review of the conclusion of the study and the whole study.Research conclusion makes a brief summary of the above content in this paper.Then the question of this research has carried on the response.At the same time,the problem of cultural selection in teacher classroom teaching is discussed.Reflexive thinking parts include the ability to do fieldwork for individuals,the writing of ethnography,and the "theory" question involved.