A Case Study On The School-based Curriculum Implementation Of National Unity And Progress Education In S Primary School In Ethnic Areas

China is a unified multi-ethnic country,and the cause of national unity and progress has always been highly valued by the party and government.With the development of China’s economy and the promotion of international political status,national relations at home and abroad have been put to the test.Maintaining national unity and national unity has become an important and urgent task.Primary school is a key stage for the initial formation of people’s world outlook,outlook on life,and values.Therefore,we must seize this critical period to educate students about national unity and progress and cultivate students’ sense of national unity.With the adjustment of the new curriculum reform,school-based curriculum has been paid more and more attention in the school curriculum system.How to use the school-based curriculum as an important carrier to implement effective national unity and progress education in primary schools in ethnic regions is an important issue to promote the further development of national unity and progress education.This article takes the S primary school in Changyang Tujia Autonomous County of Hubei province as a case to explore the status quo of the implementation of school-based curriculum for national unity and progress education in primary school in ethnic areas of China.First of all,by sorting out relevant literature,the concepts of national unity and progress education,school-based curriculum,and ethnic schools are defined,and at the same time,the two theoretical foundations used in this article are introduced.Secondly,the interview method and questionnaire survey method were used to conduct a comprehensive survey on the implementation status of the school-based curriculum of national unity and progress education in the S primary school,so as to grasp the status quo,evaluate the effectiveness,and summarize the experience.Then,find out the difficulties and the reasons behind the implementation of the school-based curriculum of the S primary school’s national unity and progress education.Finally,put forward suggestions for optimizing school-based curriculum of national unity and progress education.The main research results of this article are as follows:The S primary school of Changyang Tujia Autonomous County has implementedthe school-based curriculum of national unity and progress education extensively and deeply,which has made the school achieve remarkable results in the three levels of students,teachers and schools.He has made outstanding work in three aspects of classroom teaching,activity experience,and cultural infiltration,forming a replicable and popularizable experience.However,there are still some difficulties in the school’s implementation of the school-based curriculum for national unity and progress education: A small number of teachers have insufficient understanding of the school-based curriculum of national unity and progress education;there is a lack of faculty construction;the supervision and evaluation system is not yet perfect;and the implementation effect of the school-based curriculum is not satisfactory.In response to these difficulties,this article proposes the following optimization strategies: first,increase teachers’ awareness of the school-based curriculum of national unity and progress education;second,strive to strengthen the construction of the faculty;further,improve the management guarantee mechanism;finally,multi-party cooperation to build open interactive resources shared school-based curriculum system.The research results of this article provide theoretical basis and practical reference for the construction of a long-term mechanism of school-based curriculum for primary school unity and progress education in ethnic areas of China.