Research On The Training Of Multicultural Primary School Teachers In Yunnan Universities

There are many ethnic minorities in Yunnan Province and the diversity of ethnic cultural forms is the most prominent feature of Yunnan Province.In the context of cultural pluralism,the development of basic education in Yunnan Province needs to take the diversity of minority cultures into account and trains a large number of multicultural teachers or constantly improves their multicultural literacy.Teachers,as the main body of educational and teaching activities,need to have both multi-cultural educational mission and multi-cultural educational accomplishment.The purpose of training multicultural teachers is to help minority students acquire the ability to communicate under the multicultural background,to help minority students actively integrate into the mainstream society,to help minority students,especially those with learning difficulties,to improve their academic performance,to solve the problem of "learning well" of minority students,and to help minority students form correct and positive ethnic outlook and harmony.Cultural outlook promotes the development of education in ethnic minority areas and promotes the harmonious development of ethnic minority areas.This puts forward different requirements for normal education in Yunnan universities.Based on the above background,this study explains the value of multicultural teachers from the perspective of cultural pluralism on the theoretical level and on the basis of cultural ecology theory.At the practical level,this study uses text analysis,questionnaire survey,interview and observation to analyze and investigate the status quo of primary school teachers’ training in Yunnan universities.Through the comparative analysis of three training schemes for elementary education professionals of public-funded normal students in Yunnan Province,it is found that the training of elementary school teachers in the context of multi-cultural background in Yunnan Province has not attracted enough attention and attention.There are obvious shortages of multi-cultural teacher training courses,such as the lack of multi-cultural teacher training objectives and the adoption of a "single cultural view" of evaluation and assessment.Teacher training basically ignores the cultural attributes of students.On the basis of a thorough understanding of the current situation of multicultural education teaching literacy of primary school teachers in Yunnan minority areas(Yunnan Honghe Hani Yi Autonomous Prefecture,Nujiang Lisu Autonomous Prefecture and Dehong Dai Jingpo Autonomous Prefecture),and an analysis of the experience of training multicultural teachers at home and abroad,the author makes some reflections on how to train multicultural primary school teachers in Yunnan colleges and universities.In the process of training multicultural primary school teachers,Yunnan colleges and universities should establish the training objectives of multicultural teachers,set up multicultural teacher training courses,pay attention to multicultural infiltration of situational teaching,and emphasize the evaluation and assessment method of "multicultural view".In the aspect of policy improvement in universities,this paper puts forward the cultural diversity of the rich teacher-student structure,the establishment of multi-cultural teacher education research institutions and the establishment of multi-cultural teacher training bases.The purpose of this study is to provide In countermeasures and suggestions for Yunnan universities to train multicultural teachers in primary schools.