Research On The Educational Practice Of Ethnic Unity In Beijing Primary Schools

With the deepening of reform and opening and development of market economy,urbanization,marketization and informatization have deepened,thus making China's economic and social structure undergo profound changes.The rapid development of society has accelerated the inter-regional movement of population and created better conditions for mutual contact and exchanges among ethnic groups,which made the unity of ethnic groups become an important issue of social concern.At the same time,the cause of national unity education in our country is gradually developing towards institutionalization and systematization.It has become an important part of education at all levels and requires active attention.As the capital of our country,Beijing has always attached great importance to the development of the cause of national unity and has achieved outstanding results especially in the education of national unity in primary and secondary schools.While Beijing actively responds to and implements the national policy,it has developed local unity education in accordance with local conditions and has accumulated many successful experiences in primary unity education.This research systematically combed the development history and general situation of ethnic unity education in Beijing's primary schools by using research methods such as literature research method and field survey method.Through deep analysis of two representative primary school ethnic unity education practices,the concept,model,mechanism and effectiveness of primary school ethnic unity education in Beijing was explored.We also summarized the successful experience of primary school ethnic unity education in Beijing,analyzed the challenges faced by primary school ethnic unity education and put forward targeted countermeasure for the development of ethnic unity education in Beijing by combining the current challenges and future development direction.Based on deep analysis of the current situation of ethnic unity education in Beijing's primary schools,this study draws the following conclusions:In the proess of carrying out ethnic unity education in conclusons:In the process of carrying out ethnic unity education in primary schools,Beijing gradually integrated ethnic unity education into all aspects of school management,curriculum,campus culture construction,campus activities,social practice activities and external exchanges and cooperation etc.and realized the normalization of ethnic unity education.They pay attention to the development and utilization of ethnic unity education resources,develop course resources in third-level curriculum,maximally develop and integrates ethnic solidarity education resources by reflecting traditional culture,national culture and intangible cultural heritage in community activities,school buildings,corridor layouts,display boards,school mottos,school emblem,school songs etc.,thus incorporating elements of ethnic solidarity at all levels.They gradually enrich the connotation of national unity education in education practice,sublimate the concept of national unity education and form a multicultural education concept with national unity education as the core.They carry out extensive exchanges and cooperation in the process of implementing ethnic unity education,especially the cooperation with schools in ethnic regions,provide students with a first-hand experience of ethnic culture and conditions for exchanges with students of all ethnic groups in ethnic regions.At the same time,ethnic unity education in Beijing's primary schools is facing relatively little action research and lacks in-depth theoretical guidance for ethnic unity education.They also lack national unity education evaluation system and timely effective evaluation.The difficulty of long-distance cooperation between schools is obvious,which affects the continuity of activities.Therefore,in the future development process,they should pay attention to deepening action research and grasp the inherent development law of ethnic unity education in primary schools.Measures including the creation of a national unity education evaluation system based on process evaluation and strengthening of overall planning to form a long-term mechanism for ethnic unity education exchanges and cooperation are also suggested.