Investigation And Research On The Current Situation Of Integrating National Identity Education Into Minority High School Curriculum ——Based On The Research Of Guangxi Minority High School

At present,the trend of globalization is increasing,cultural exchanges between countries are becoming closer and information is changing rapidly,and the issue of national identity education in minority areas has increasingly become a key topic of national concern.Senior high school students are in the critical period of the formation of "three views",and their national identity education is particularly worthy of attention and in-depth research.On the basis of sorting out the existing research,combined with the characteristics of ethnic minority areas,around the "five identities",the goal and content of integrating national identity education into the curriculum of minority senior high schools is determined.It is believed that in the process of integrating national identity education into the curriculum in minority high schools,there is a harmonious relationship between national identity and ethnic identity,and the "three-pronged approach" of national curriculum,local curriculum and school-based curriculum should be adhered in the process of implementing national identity education.In addition,a unified consideration of knowledge transfer and student literacy development is the key to ensuring good national identity education outcomes.In the empirical research part,Guangxi Minority High School was selected as the school for field research,and a questionnaire survey was carried out on 318 students in the first and second grades of senior high school to investigate the students’ understanding and experience of integrating national identity education into the curriculum of minority high schools,students’ national identity and the level of ethnic identity;and the school leaders and teachers of various disciplines were interviewed to understand the current situation,difficulties and existing problems of integrating national identity education into minority high school curriculum.The study found that the students’ understanding and experience of integrating national identity education into the minority high school curriculum are generally at an upper-middle level,and the scores of students in the Zhuang-Han bilingual class on the integration of national identity education into the curriculum are significantly higher than those in the ordinary class.There is no significant difference in the level of understanding and experience of national identity education integration among ethnic students;students’ level of national identity is higher,and the scores of the Zhuang Han bilingual class and the Zhu Meng class in the rational cognition dimension of national identity are significantly higher than those of ordinary class students,students with experience of going abroad scored significantly higher than those who did not go abroad on the dimension of national identity behavior,and students with political affiliation as members of the League scored significantly higher than students on the emotional level of national identity;students’ national identity and students’ national identity education were integrated into the curriculum.There is a positive correlation between knowledge and experience and the level of ethnic identity.However,there are also some problems in the process of integrating national identity education into the curriculum,such as the overall level of national identity education integrating into the curriculum and the eastern part of our country,there is still a certain gap;the development and utilization of curriculum resources is slightly insufficient;the national identity education integrating into the curriculum evaluation.The system needs to be further optimized;the understanding and experience of students in ordinary classes and their national identity needs to be improved;the enthusiasm of some teachers and students to participate in activities related to national identity education needs to be improved.Accordingly,schools should attach importance to the development of curriculum resources and enrich national identity education materials;improve the curriculum evaluation system to improve the quality of national identity education;attach importance to the construction of campus culture and infrastructure to enhance students’ national identity experience;the level of national identity,knowledge and experience of students in the class;continue to strengthen the integration of festivals and other activities with national identity education,and improve the enthusiasm of teachers and students to participate in activities.