Investigation And Research On The Current Situation Of International Understanding Education In Primary Schools

As the globalization of the world accelerates,the political,cultural and economic cooperation among the countries of the world has been deepening.The scope of people's communication continues to expend and the opportunities for people from different countries to communicate in work and life have greatly increased.It requires that each of us should have an international perspective and open mind to participate in international cooperation and competition.When "international understanding" is considered to be an indispensable core quality in people's life and work,it is necessary to educate students on international understanding from the primary school.Judging from the existing literature,the implementation of international understanding education in our country started late and is still in the stage of practical exploration.Therefore,the corresponding investigation and research on the current situation of primary school students' international understanding education will help us to analyze the existing problems,which is conducive to the further development of primary school international understanding education.Based on the theory of international understanding education,this study selected three different types of schools in H district of Tianjin,and investigated the current situation of international understanding education in primary schools by questionnaire survey.Through the author's investigation and research,it is found that the curriculum of international understanding education in primary schools is generally carried out,but the content is still mainly at the level of knowledge and culture;the primary school's international understanding education activities are diverse,but the proportion of student participation is not high;students' attitude is relatively positive,and the degree of satisfaction is high.It shows that the cultivation of students' international understanding literacy has achieved initial results.At the same time,there are still some differences in the development of international understanding education among different schools,different grades and different family backgrounds.In general,the education methods and resources adopted by the schools directly affiliated to the city and district are more comprehensive than those of the non-directly affiliated schools in the process of developing international understanding education.The higher grade students in the same school have a more comprehensive grasp than the lower grade students of international understanding knowledge.Moreover,families with higher levels of education pay more attention to the cultivation of their children's international understanding.At the same time,we also can find some problems.First of all,there are three misunderstandings in international understanding education in primary schools :(1)international understanding education is foreign language or international knowledge education,(2)international understanding education is to teach students advanced culture abroad,(3)foreign exchange and study abroad are the best international understanding education.Secondly,international understanding education in primary schools lacks reasonable organizational structure and scientific teaching system.Thirdly,international understanding education literacy of primary school teachers is generally low.Finally,international understanding education in primary schools is not paid enough attention to curriculum,daily teaching integration and the concept of students and parents.In view of the above problems,several suggestions are put forward :(1)to establish cultural self-confidence based on national culture;(2)to implement reasonable organizational structure and scientific teaching system to optimize the allocation of educational resources;(3)to improve teachers' professional accomplishment;(4)to pay attention to the integration of international understanding education in students' extracurricular time.