A Study On The Inheritance Of Ethnic Culture In Classroom Teaching Of Chinese Teachers In Hui Primary Schools

The State Council issued "Decision of the State Council on Accelerating the Development of National Education" in August 2015. It aims to accelerate the national education in minority areas, and to achieve stability and the prosperity of the Chinese nation. It described our country pay more attention to national education of minority. National education is crucial for Chinese education. Now, domestic and foreign scholars have given more attention on classroom teaching. There are a lot of studies on classroom teaching behavior about this topic. No scholars to study the behavior of Muslim teacher in the classroom and do not describe from holistic view, so that other teachers can not to understand the reality of the classroom or the actual situation effectively and avoid the same question happen again. Using ethnographic research methods discover whether the national culture has an impact on Muslim teacher of classroom teaching. Domestic scholars mainly used ethnographic research as a unit in school education, but few scholars study in Muslim teacher.For this study, I adopted ethnographic research methods. Ethnographic research contains participant observation and exhaustive description to describe classroom teaching. Ethnographic research requires researchers to enter non-stand attitude of research field, explain the depth of the research object through participant observation in a natural situation for a long time.So that completing the study of classroom teaching. I entered the classroom, and get the firsthand information of classroom teaching. It can provide factual information and practical classroom teaching environment and the real situation for the study of classroom teaching. I selected Muslim teacher as subjects on grades of three, four, and five to conducting this research.The main content of this study is divided into four parts. The first part is clear research question, describes the relevant researches on classroom teaching and ethnography. It definitudes a clear purpose and significance, defines the core concepts, summarizes an overview of the innovations and shortcomings of this study. The second part describes the theoretical basis of object in classroom teaching for Chinese teaching and its relationship with the study. The third part analyzes the field observation point and record classroom teaching behavior. The fourth part, analyze ethnic cultural identity of Muslim teachers and it how to affect teachers' behavior in classroom teaching. The fifth part is based on interviews and classroom observation, reflection of Muslim teachers' classroom teaching.