A Study On The Particularity Of Secondary School Teachers' Core Literacy In Ethnic Areas

The essence of this is the discussion about the quality of people.The core literacy of teachers is based on the basic values of educational activities.In order to adapt to the needs of society and the trend of educational reform,teachers are cultivating comprehensive qualities of time,value,practice and professionalism.Due to the particularity of education in ethnic areas in China,teachers in ethnic areas have characteristics that are different from the core literacy of general teachers in the cultivation of core literacy.Different ethnic regions have different economic,cultural,religious beliefs and other factors,which puts special requirements on the knowledge structure,ideology and teaching activities that teachers should possess.Therefore,it is the purpose of this study to explore the special characteristics of teachers in ethnic areas in terms of teachers' core literacy and finally answer the core literacy of teachers in ethnic areas.This thesis takes the middle school teachers in ethnic areas as the research object.On the basis of researching and interpreting the existing research and theories about teachers' core literacy and teacher professional development,the basic idea of "discovering differences-exploring reasons-establishing systems" is the basic idea.Through literature research,questionnaires,observations and interviews,we can understand and discuss the actual and ought to be the core literacy of teachers in ethnic areas,and use the systematic thinking of systematic science to actively explore the content and system construction of teachers' core literacy in ethnic areas.The first part,the introduction.From the perspective of international background,domestic policy promotion,and educational practice,the background of this research and the reasons for choosing the topic are explained.Secondly,it is the basic narrative and summary of the research on teachers' core literacy at home and abroad,and briefly describes the ideas and methods of this research.The second part is about the discussion of the core literacy of teachers.It mainly explains the content and composition of the core literacy of teachers.The first is to examine the concept of "teacher core literacy",determine the concept of the logic of the concept,analyze its background,explore what value base and characteristics should be,and finally determine the definition of the core literacy of the teacher,combined with domestic External related research and standards,the content of the core literacy of teachers is proposed as the basis of special analysis.It is believed that the core literacy of teachers includes three core literacy,namely education and teaching literacy,professional development literacy and cultural heritage literacy,including educational philosophy,educational ability,teacher morality,professional development awareness,professional development practice,professional development support,cultural heritage.Nine secondary core literacy of consciousness,cultural values,and cultural heritage.The third part is the investigation and analysis of the special characteristics of teachers' core literacy in ethnic areas.First,the survey design is briefly described.Secondly,the questionnaire survey results of the ethnic minority and non-ethnic regions are statistically analyzed and the questionnaire conclusions are formed.Finally,the specificity is analyzed by questionnaires,observations and interviews.The survey found that the particularity is mainly reflected in the ability of education and teaching,professional development,cultural heritage and cultural heritage.The fourth part analyzes the causes of the special literacy of teachers in ethnic areas.This part mainly examines the causes of speciality,aiming to explain why the core literacy of teachers in ethnic areas has special performance in some aspects,and as the basis for the establishment of core literacy content of teachers in ethnic areas.The survey found that the causes of particularity are mainly the multicultural environment in ethnic areas,the imperfect professional support for teachers and the imperfect security system,and the influence of school culture on teachers.The fifth part is the return of the value of teachers' core literacy in ethnic areas and the establishment of the system.On the basis of the theoretical construction,the analysis of the status quo,and the analysis of the influencing factors,the author discusses the value bases of the core literacy of teachers in ethnic areas as the starting point,and which literacy is specifically implemented,so as to adjust and modify the core literacy content system of teachers.And explain,and finally form a core literacy framework system suitable for teachers in ethnic areas.The core literacy of teachers in ethnic areas is under the three values-oriented frameworks of "student-oriented","teacher development" and "cultural inheritance".The particularity of core literacy is reflected in the literacy of education and teaching,highlighting the multicultural education literacy,professional development.The literacy highlights the teacher's self-development,which constitutes the three core literacy of "multicultural education literacy","self-development literacy" and "cultural heritage literacy","multicultural education knowledge".Nine secondary core literacy such as "multicultural education affection","skills of multicultural education","knowledge of national history and culture","self-development awareness","self-developmental sentiment","self-development ability","cultural heritage consciousness","cultural heritage values" and "cultural heritage practice" 28 basic points such as "National history and culture","ethnic policy" and "student background culture".