A Case Study On The Educational Practice Model Of National Unity And Progress In Middle Schools In Ethnic Area

The Fifth Plenary Session of the 19 th Central Committee of the Communist Party of China made the overall plan for cultural construction during the 14 th Five-Year Plan period to build a cultural power by 2035,further enhancing the cohesion of the Chinese nation and other goals.The spirit of ism runs through the teaching process and deeply understands the importance of national unity.Efforts to develop national unity and progressive education and build a common spiritual home for all nationalities is the cornerstone of strengthening national unity.National unity and progress education in the new era must meet the new needs of social development and meet new challenges in the international community.At the same time,it must undertake to inherit and spread my country's excellent traditional culture,establish national cultural identity and national identity,cultivate national unity,and unite the spiritual strength of the Chinese nation Arduous task.Therefore,national unity education has always been highly valued by the party and the state.At present,my country's national unity and progressive education has relatively rich research results.Since the implementation of the "School National Unity Education Guidance Outline(Trial)" issued by the Ministry of Education in2008,many primary and secondary schools in ethnic areas have achieved considerable results in national unity and progressive education.But there are still some problems.The practice of national unity and progress education has not yet established a close relationship with each teaching link,and the effect of national unity and progress education practice is far from ideal.How to effectively optimize the educational practice model of national unity and progress and internalize the consciousness of national unity into students' potential consciousness and conscious behavior constitutes the basic starting point of this research.This study selects Y Middle School in Gongcheng Yao Autonomous County as the survey object,and uses literature analysis,survey questionnaires and in-depth interviews to analyze and discuss the practice of ethnic unity and progress education in Y middle school.Try to promote the school to improve the practice mode of national unity and progress education,improve the effect of practice,and provide experience reference for middle schools in other ethnic regions.This research consists of the following six parts:The first part of the introduction introduces the research origin,research significance,research ideas and methods of the thesis,defines the core concepts of national unity and progress education,combs the relevant theories and documents of national unity education,and expounds the theoretical basis of national unity and progress education research.The second part expounds the function of the national unity and progressive education in the middle school in the minority area,and narrates its important significance from the political function,educational function and cultural function of the national unity and progressive education.From the macro to the micro,from the country to the locality,specifically clarify that national unity and progress education cultivates ethnic professionals,promotes the development of ethnic regions,builds a sense of community,and realizes the political function of the great revival dream;enriches scientific and cultural knowledge,cultivates students' correct values,and strengthens students Cultural identity,the educational function of enhancing national pride;preserving national cultural heritage,inheriting national intangible cultural heritage and property to resist foreign cultural aggression,and promoting the cultural function of local culture.The third part presents and analyzes the survey results of Y middle school practice.Firstly,based on the cultural background of the Yao nationality,it introduces the general situation of Y middle school culture and the basic situation of the school;secondly,it starts from the aspects of value orientation,campus culture construction and specific practical activities,focusing on discussing and sharing this The basic experience of the school's ethnic unity and progress education practice;finally,a more comprehensive data analysis was carried out on the collected questionnaires,which lays a research foundation for the follow-up Y middle school ethnic unity and progress education problem exploration and strategy optimization.The fourth part analyzes and studies the practice dilemma of ethnic unity and progress education in Y middle school.Taking the implementation status of ethnic unity and progress education in Y middle school as an example,clarifies the deviation and confusion of the current school ethnic unity and progress education practice value cognition,and the gap between ideal and reality in practice activities.The characterization and reason of the faculty,as well as the structure and ability of the teaching staff It aims to recognize the actual problems of national unity and progress education,find the breakthrough point for solving them,and promote the improvement of the practice of national unity and progress education.The fifth part uses Y middle school as an example to propose the optimization strategy of the practice mode of national unity and progress education in the middle school in the minority areas,namely,forced to spontaneous cultural intrusion,passive to active classroom interaction,decentralized to integrated resource sharing,traditional to The novel and intelligent experience-based educational practice model of national unity and progress tries to combine the development characteristics of the information age,with a view to putting forward new ideas for the innovation of the school's national unity and progress education practice model.