The Practice And Exploration Of Cultivating Chinese National Community Consciousness Among Tibetan Students In Mainland China

As a multi-ethnic country,it is an unavoidable problem for China to deal with the relationship between pluralism and unity in the pattern of pluralism and unity of the Chinese nation.Based on this reality,general secretary xi jinping put forward the new idea of cultivating a sense of community of the Chinese nation.The Tibetan ethnic group is one of the multi-ethnic groups in China.In order to alleviate the educational inequality caused by the differences in regional economic development,China put forward the educational policy of opening Tibetan classes(schools)in the mainland in 1984.Tibetan classes(schools)in mainland China are a special mode of running schools in a diversified and integrated pattern.For every Tibetan student,studying in mainland China can not only enrich their knowledge,but also guide them to form a correct outlook on life,world and values.Since the establishment of the inland Tibetan classes(schools),practices have proved that the students trained by the inland Tibetan classes(schools)are the backbone of the construction of Tibet and maintain stability and harmony in the region.Cultivating the sense of community of the Chinese nation among the students of Tibetan classes(schools)in the mainland plays an important role in maintaining national unity and promoting regional development.This paper takes W middle school as a case.Based on the theory of the Chinese nation's multi-integration pattern and the theory of multi-cultural education,the author tries to start from the actual situation of W middle school and summarize the specific practices of W middle school in cultivating students' awareness of the Chinese nation community through field investigation.Through to the junior middle school stage,260 students questionnaire,from the student to the community of the Chinese nation to the analysis of cognition,emotion and behavior,and through the interview of 15 W middle school teachers and 30 students,and to collect 167 students "to strengthen the construction of national unity,beautiful Tibet" composition text,the current situation of middle school of the Chinese nation community consciousness cultivation of W is analyzed,find out the shortcomings and combining the actual situation the effective way.The main research results of this paper are as follows:1.Through the field investigation of the current situation of cultivating the Chinese national community consciousness of the students in W middle school,this paper summarizes the successful experience of this school.Firstly,integrate the education of national view and historical view into the classroom teaching to enhance the historical identity;Secondly,the core values should be embodied in the construction of campus culture to enhance the cultural identity.Thirdly,strengthen the care for students in daily management and enhance their emotional identity.2.According to the analysis of questionnaire survey and interview results,students' cognition of Chinese national community is one-sided and limited;It shows strong emotional dependence on the Chinese national community,but when it comes to the distribution of interests,the interests of the nation,individuals and families are more important.The advocacy for the Chinese national community shows a deep understanding of the countries.That is to say,the Chinese national community is a community of common destiny externally,but the integrity of the Chinese nation has not been formed internally.Students also show estrangement between tibetans and other ethnic groups.3.The results also show the inland Tibetan classes(school)students' consciousness of the Chinese nation community breeding process,a series of problems in school education in curriculum content lack of pertinence,purpose of education is not clear,and teacher development mechanism is not sound,students lack of communication with parents,school management problems such as ignoring the intercollegiate exchange;At the social level,there is insufficient communication between Tibetan students and the community;National education evaluates a system to be too onefold,and so on.The author analyzes the reasons of the problems from the inside and outside.4.In view of the problems found in the study,this paper proposes the following solutions.Schools should promote the updating and improvement of curriculum content,including strengthening the multi-cultural education,strengthening the education of socialist core values,and strengthening the education of ethnic unity and progress.Define the educational purpose of comprehensive development,including meeting the needs of students,respecting their individual differences and promoting their comprehensive development;Improve the teacher development mechanism,including strengthening the teacher training mechanism and strengthening the communication between teachers in various schools;Guide students to establish a correct way to communicate with parents;Establish inter-school communication and cooperation.Communication and cooperation between communities should be strengthened at the social level.At the national level,a diversified educational evaluation system should be established.