The Study On The Status Of The Geteng Cultural Identity Of Jingzhou Miao Nationality And The Cultivation Strategy Of Schools

Excellent minority culture has a certain degree of influence on people and society.Studying minority cultural identity plays an important role in national cultural heritage and national cohesion.Under the background of modernization,the school has become the main place for the inheritance of national culture.The students' attitude towards minority cultural identity plays a key role in cultural inheritance.This study selects the culture of "Miao Geteng " in Hunan as a research entry point to explore how schools can cultivate and improve national cultural identity.The “Miao Geteng” is one of the most representative cultures of the Miao culture in the Qiaoli area of the Miao and Dong Autonomous County of Hunan Province.It has the characteristics of multi-voice national singing.The Miao Geteng culture has an important influence on human intelligence and non-intellect,and it has its own educational and social functions.However,in the process of constructing modernity,minority cultures are gradually forgotten,which inevitably affects people's recognition of national culture.Cultivating national cultural identity is a call for cultural diversity.This paper takes the psychology culture identity theory as the research foundation and cultural identity as the research tool.The Jingzhou Miao and Dong Autonomous County schools are the research scope.The students regard the Miao Geteng cultural identity as the specific research object,and measure the cultural identity of the students in the school.Combining questionnaires and interviews this paper analyzes the status and existing problems and predicaments of the cultural identity of the Miao Geteng,and proposes strategies for cultivating cultural identity in schools according to the actual situation of ethnic minority areas.It provides a reference for cultivating minority cultural identity and Chinese national cultural identity in the new era.The results show that: First,students in Jingzhou Miao and Dong Autonomous County tend to positively identify with the Miao Geteng,but the overall recognition is not high,and there is a crisis of identity in the cognitive and behavioral dimensions.Second,schools in different regions have different cultural identity with the Miao nationality.The students of the county center school have higher cultural identity than the Miao nationality school.Third,schools in different regions have different degrees of problems in the cultivation of Miao Geteng.Therefore,this paper believes that schools are the main place to cultivate cultural identity.Schools not only need to strengthen the students' awareness of national culture through the inheritance of education,but also optimize the school's inheritance of the external environment and help improve the emotional and evaluation dimensions of national cultural identity.Consolidating and upgrading the cultural identity of ethnic minorities is conducive to the development of cultural education for ethnic minorities.