The Main Characteristics Of The Development Of Our National-Chinese Bilingual Education Policy

China is a country with 56 ethnic groups.Bilingual education between the people and the Chinese is a special and important model of education.This type of education plays an irreplaceable role in all types of education in China.In order to continuously promote the development of bilingual education in ethnic minority areas,since the founding of New China,China has issued a lot of documents on bilingual education in the people's and Chinese languages.From 1951 to 2015,China has held six national conferences on ethnic education.The National Conference on Ethnic Education is the highest level of national education at the national government level.The documents for each meeting will become a programmatic policy text that will guide our national education work for a period of time.Bilingual education is an important part of the national education work in China.It combs and analyzes the relevant bilingual education parts of the national policy texts of national education work conferences,and can understand the development trend and basic characteristics of China' s ethnic education policy in the 60 years since the founding of New China.This will provide a reference for the study and practice of Chinese-Chinese bilingual education.This research is based on the perspective of education and teaching theory and national theory and policy.It mainly analyzes and reviews the contents of bilingual education policies in six national education work conferences in China,and summarizes the main features of the development logic of bilingual education in China.Exploring the implicit value of the bilingual education policy and the limited realization of the value,and put forward the countermeasures and suggestions based on the limited realization of its value.The structure of the dissertation consists of the following four parts:In the first part,we reviewed the historical materials related to the Sixth National Education Conference horizontally and vertically,reviewed the main contents of the bilingual education in the six documents issued by the National Education Work Conference,and summarized the bilingualism of the six national education work conferences in China.The development of education policy.The second part uses the qualitative research tool N-Vivo10 to conduct textual analysis on the relevant policy documents of the six national education work conferences,and then sorts out the development logic of the bilingual education policy of the Chinese nationality and Chinese,and concludes my nationals according to its logic.The Main Characteristics of the Development of Chinese-Bilingual Education.In the third part,using the method of value analysis,the author analyzes the due value of the Chinese-Chinese Bilingual education policy,and analyzes the limited value of its value by combining the analysis results of the first two parts:First,the understanding of bilingual education policy texts.Not fully comprehensive and thorough.Second,the construction of bilingual teachers cannot keep pace with the development needs of bilingual education.Third,bilingual educational materials do not integrate well with local culture.Fourth,the bilingual curriculum is not scientific enough.Fifth,insufficient funding for bilingual education and its infrastructure.In the fourth part,based on the limited realization of the value of the bilingual education policy in the third part,the correspondence between the Chinese and the bilingual education policy of the Chinese national people has been proposed in five dimensions:First,to strengthen the legislation of bilingual education.Promote the scientific development of bilingual education.Second,strengthen the construction of bilingual education teachers to meet the development needs of bilingual education.Third,strengthen the construction of bilingual bilingual teaching materials to cater for the cognitive development of minority students.Fourth,optimize the content of bilingual courses and set up courses scientifically and rationally.Fifth,increase the expenditure on bilingual education and infrastructure to ensure the conditions for the development of bilingual education.Due to the influence of the author's own age,experience,research time,research methods,etc.,the knowledge of the problem itself and the level of the cause analysis are relatively shallow.Therefore,there are still some deficiencies in this important and worthwhile topic.The author hopes to continue in-depth discussion on the theory and system construction of bilingual education in the future.