Research On The Integration Of Ethnic Minority Cultures In Language Teaching In The Upper Grades Of Primary Schools In Multi-ethnic Areas ——Take The Third Unit Of The Fifth Grade Booklet As An Example

China's multi-ethnic areas preserve diverse forms and rich contents of ethnic minority culture,which is an important part of China's traditional culture.The Chinese curriculum has the characteristics of the unity of humanism and instrumentality.Therefore,the integration of minority culture into Chinese teaching can not only enrich its humanity,but also promote the inheritance and development of China's minority culture.The author takes the teaching of eight Chinese teachers in three primary schools in a city of Guizhou Province as the main research content,and uses the research methods of classroom observation and interview to collect and analyze the data.On this basis,the paper has compiled five parts.Firstly,in the introduction part,it expounds the feasibility of Integrating Minority Culture into Chinese teaching,combs the relevant research results of existing minority culture and education and teaching,defines the relevant concepts and explains the theoretical basis supporting the development of this study;The second part presents the specific content of the research design,including the selection and application of research methods,and the appropriateness analysis of integrating ethnic culture into unit 3 of Volume 1 of grade5;In the third part,through data analysis,the author finds that local teachers have the following four advantages in integrating minority culture into Chinese Teaching: the area is rich in minority cultural resources,teachers have a positive attitude towards the integration of minority culture into Chinese teaching,the selection of minority culture integration content in Chinese teaching is typical and the integration methods are diverse;But at the same time,some teachers' teaching practice also has shortcomings:the classroom presentation of ethnic minority culture content is inappropriate,there is a fault in the integration of ethnic minority culture and Chinese subject knowledge,classroom questions about ethnic minority culture are concentrated at the low level,and teachers' guidance for students' reading of ethnic minority literary works is fragmented.In combination with literature review and teacher interview data,the author traces back to the source.The above problems may be caused by the insufficient construction of teachers' professional knowledge system of minority culture,the error in the concept of minority culture integration,the neglect of the value of minority culture in promoting students' thinking development,and the lack of overall construction of teachers' research on multi-ethnic culture teaching integration.Finally,according to the problems discussed above and the attribution analysis,the author puts forward four teaching improvement strategies: teachers carry out multi-dimensional learning to improve the cultural literacy of ethnic minorities;Build a learning support for students' teaching materials and minority culture;Using local resources to create ethnic minority culture learning situations;Finally,we should pay attention to the overall teaching objectives and use the minority culture to assist the unit teaching.