Situational Teaching Research Of School-based Curriculum In Ethnic Minority Culture

The special properties of school-based curriculum in ethnic minority culture and the characteristics of the situational teaching(such as real shape,pressing emotion,profound significance and the truth inside of it)make the situational teaching combines the cultural knowledge learning with the lifestyle culture effectively.This is the main teaching methods of school-based curriculum in ethnic minority culture.The real situational teaching is rooted in the real life,full of strong national flavor,teachers and students play social roles in the life situation.This gives situational teaching some missions: Teaching should be dominated by students need and pay attention to the students' humanistic care for life;Life is the source of the teaching in the world,teaching should protect the authenticity of "education source" of the national culture in a high limit.Teaching should be based on activity curriculum and we should exercise and learn national culture in practice.This article uses batiks course in Long Chang middle school as a case,on the basis of field investigation and related information literature analysis,uses the method of observation method,interview method and classroom memoir,found the situational teaching of school-based curriculum in ethnic minority culture in this region exist many practical problems.Such as in the situational teaching,student's lack of voice;teachers ignore students' individual development;teachers' inappropriate emotional expression in teaching process;single teaching form;lack of practice;pursue the course results by one side and so on.The arbitrary of the situational teaching make the situational teaching of school-based curriculum in ethnic minority culture become tools of school characteristics.From the perspective of education,anthropology and sociology,here are some reasons that affect the situational teaching of school-based curriculum in ethnic minority culture: Situational teaching focus on instrumental,lack of humanism;teachers' lack of rational thinking on the national culture;different temperament style in curriculum leadership;the utilitarian orientation of teaching evaluation;the lack of corresponding situational teaching material support.Based on the above analysis and the reasons for thinking about the present situation of the situational teaching of school-based curriculum in ethnic minority culture,by introducing the activity type in situational teaching,enhance teachers' consciousness of situational teaching;improve the comprehensive quality of curriculum leadership,establish introspection perspective for the teaching evaluation mechanism to improve the situational teaching materials and change the state of situational teaching.Hope the situational teaching of school-based curriculum in ethnic minority culture can make a great progress in a harmonious and effective way,course value can embody in the actual teaching activities,to realize dual goals in educational and cultural inheritance and cultivate talents on national characteristics.