A Case Study Of Ethnic Unity And Progress Education In Yunnan Frontier Areas Kindergarten

Since ancient times,China has been a unified multi-ethnic country.Promoting the unity of all ethnic groups will directly affect the unity of the country,the stability of the border,and the development of all ethnic groups,therefore,education on ethnic unity and progress in China is of great importance.Pre-school is a golden period of growth and development for young children.Purposeful and planned education on ethnic unity and progress for young children at this stage can cultivate a patriotic awareness of children’s love for the motherland and support for ethnic unity.Therefore,the development of ethnic unity and progress in education in kindergartens is a real need and an inevitable trend in the development of preschool education.Taking kindergarten S in Xia Guan Town,Dali Prefecture as a case study,this study uses literature analysis,interviews,and other research methods to conduct a systematic and in-depth study on the progressive education of ethnic unity in kindergarten S.It aims to further promote the in-depth development of progressive education on ethnic unity in kindergarten S,and to provide a reference for similar frontier ethnic areas in Yunnan and even in China The study aims to further promote the in-depth development of ethnic unity and progress education in Kindergarten S and to provide a reference for similar frontier ethnic areas in Yunnan and China.After years of exploration of ethnic unity and progress education in Kindergarten S,certain results have been achieved,including the formation of a consensus on the importance of ethnic unity and progress education and the establishment of a highly qualified and competent teacher team,but at the same time there are some problems,such as the limited scale of mass education on ethnic unity and progress due to the neglect of cross-regional cooperation in kindergartens,and the ineffectiveness of indoctrination education in bringing ethnic unity and progress education to life.The above problems have led to the lack of education on ethnic unity and progress in kindergartens.Based on the above problems,this study concludes that to improve the quality of ethnic unity and progress in education in kindergartens in the border areas,the government,kindergartens,teachers,and parents need to play an integrated role.Firstly,the concept is the precursor of practice.It is necessary to clarify the connotation and concept of living ethnic unity and progress education and to deepen the understanding of the importance of ethnic unity and progress education in kindergartens in border areas by all levels and types of education subjects.Secondly,at the governmental level,it is necessary to strengthen the policy inclination towards the living of ethnic unity and progress education in kindergartens in ethnic areas and to promulgate relevant educational policies and regulations to escort the development of ethnic unity and progress education in border areas.Thirdly,at the kindergarten level,it is necessary to build a diversified evaluation system for ethnic unity and progress education,enrich the content of ethnic unity and progress education in kindergartens,and make the improvement of the quality of ethnic unity and progress education the goal of kindergarten development.Fourthly,at the teacher level,innovative teaching and research activities should be carried out to improve teachers’ skills in ethnic unity and progressive education.Fifthly,at the parent level,parents should be transformed from being spectators of ethnic unity and progress education to being active collaborators,deepening the degree of co-parenting in the home,strengthening cooperation with families and communities,and forming educational synergy.