A Study On The Difficulties And Countermeasures Of The Teachers' Multicultural Literacy Improvement In Ethnic Areas

In Chnia,multicultural education mainly occurs in ethnic minority areas.According to the cultural structure of the Chinese nation's pluralistic integration,multicultural education with Chinese characteristics is actually a multi-integration education of the Chinese nation.School education in ethnic minority areas first needs to deal with the relationship between the national unity requirements of education and the commonality and individuality of ethnic local characteristics,and to deal with the practical problems of ethnic cultural diversity.As one of the main subjects of school education,teachers can only handle the relationship between national education culture and school education culture by constantly improving their multicultural literacy,balance the country's unified requirements for education and the unique economic and social development of ethnic minority areas.Educational needs.Improving multiculturalism is of vital importance to teachers in ethnic areas,the premise of teacher role transformation and professional development,the guarantee of students' all-round development,and the key to promoting the balanced development of national basic education.Teachers' multicultural literacy is constantly improving in the practice of education and teaching.The research site selected in this study,Menglian Dai Lahu and Yi Autonomous County,is a multi-ethnic county.There are 21 ethnic groups including the Dai,Wa,La,and Han ethnic groups.In-depth study of Menglian primary and secondary schools found that multi-ethnic boarding is a common feature of local schools,which puts higher demands on teachers' multicultural literacy.In-depth study of MengLian' primary and secondary schools found that with the local emphasis on education,many achievements have been made in the improvement of teachers' multicultural literacy in the construction of teachers.There are four aspects to improving: mainly in the increase of national history and cultural knowledge,the awareness of multicultural education,and multi-ethnic classes management capacity and increasing channels for teachers to receive multicultural education.However,teachers still have many difficulties in improving multicultural literacy.Despite the increased awareness of multicultural education among teachers,there is insufficient understanding of the importance of promoting multiculturalism.The teacher's multicultural theory is weak,and it hides the cultural prejudice against students.His lack of multicultural teaching skills and post-employment training opportunities and training content constraints have become the main difficulties for MengLian teachers to improve their multicultural literacy.Due to the local misunderstanding of national unity education,the cultural sensitivity of teachers themselves is reduced or even lacking;multicultural education in teacher professional development has not yet received attention;the national cultural background of teachers and the influence of national psychology;the cultivation of national culture to teachers Insufficient attraction;uneven quality of teachers is the main reason that affects the difficulties of teachers' multicultural literacy.The difficulty in raising teachers' multicultural literacy is a common problem faced by the construction of teachers in minority areas of China.Therefore,based on the investigation of the teachers team in Menglian County,the professional development of the faculty in ethnic areas of China can adopt the following coping strategies in improving the multicultural literacy: teachers should handle the relationship between national unity education and multicultural education;improving the practicality and effectiveness of teachers' multicultural education and training;paying attention to the cultural adaptation of foreign teachers;generating an educational and cultural concept that is consistent with the culture of ethnic regions;adding national cultural knowledge to the teacher qualification examination;and adjusting the assessment and evaluation criteria for teachers in ethnic areas.