A Study On The Construction Of Special Education Teachers In Guangxi Border Ethnic Minority Areas

There are many ethnic minorities on the border of China,and education on border ethnic minorities should attract widespread attention from all walks of life.Guangxi is located in the southwestern border of China,bordering the northeast of Vietnam in the southwest,with a border length of 1,020 kilometers.The Guangxi border refers to the place near Guangxi in Guangxi,which is the administrative area bordering Guangxi and Vietnam.The specific county-level administrative division is Dongxing City and Fangcheng District under the jurisdiction of Fangchenggang City,and Ningming County under the jurisdiction of Chongzuo City.Pingxiang City,Longzhou County and Daxin County,Jingxi City and Napo County under the jurisdiction of Baise City.The border areas of Guangxi are also places where ethnic minorities live together,with many ethnic minorities.The ethnic minority population in Guangxi borders accounts for more than 80%of the total population in the border areas.Due to geographical location,natural conditions and historical experience,the Guangxi border has become a place integrating the old revolutionary areas,ethnic minority areas,mountainous areas and impoverished areas.The economic development is relatively backward,the development of education is relatively lagging behind,and the development of special education needs to be further improved.Building a high-quality team of special education teachers is the basic guarantee for the development of special education in ethnic areas in Guangxi.Based on the full reading of the relevant literature,this study conducted a field survey of four special education schools in eight counties and cities on the border of Guangxi,conducted surveys on questionnaires and interviews for teachers in special education schools,and obtained special education in ethnic areas in Guangxi border areas.The relevant information on the actual situation of the construction of teachers'team,analyzes the problems and influencing factors of the construction of special education teachers in ethnic minority areas in Guangxi,and puts forward suggestions for solving problems in light of the actual situation in the local area.The construction provides new ideas to promote the development of special education in ethnic minority areas along the border in Guangxi.This paper conducts an in-depth analysis of the survey results of special education teachers in ethnic minority areas in Guangxi,and finds that the construction of teachers in special education schools in the border areas of Guangxi is mainly faced with the following difficulties:First,there are structural problems in the teachers of special education schools in the ethnic minority areas of Guangxi,which are manifested in the imbalance of teachers' gender structure,the unreasonable professional structure of teachers and the incomplete structure of school staff.Second,the stability of the teachers in the special education schools in the ethnic minority areas of Guangxi is not strong,mainly reflected in the low level of teachers' treatment,the low level of teachers' work and the pressure of teachers' work.Third,the teachers in the special education schools in the ethnic minority areas of Guangxi have insufficient professional development strength,which is reflected in the lack of internal motivation of teachers' professional development and the incomplete teacher vocational training mechanism.The reason is that the construction of teachers in special education schools in the border areas of Guangxi is affected by policies and management factors,teacher motivation factors and social environmental factors.To this end,this paper proposes the following coping strategies in terms of government function construction and policy orientation in the ethnic minority areas of Guangxi,career planning and self-development,social support and public opinion orientationa:(1)The government departments should pay attention to the construction of special education teachers.(2)The government departments should further strengthen the construction and management functions of the special education teachers.(3)The government departments should continue to improve the policy guarantee mechanism for the construction of special education teachers.(4)Special education teachers professional development self-tempering.(5)Special education teachers should improve their professional qualities.(6)Special education teachers should act as the dominant players in the cultural heritage of ethnic minorities.(7)Strengthen the awareness of special education and enhance the social status of special education teachers.(8)Social welfare participation will help further development of border special education.