Cultural Understanding And Teaching Presentation Of Teachers In Border Ethnic Areas

Teachers in the education teaching based on border ethnic areas facing the challenge of various cultural factors and the students in the school education in ethnic regions along the border is suffered from the background of the cultural dilemma,this study takes teaching as the carrier and is concerned with the cultural understanding of teachers in border ethnic areas,also is the frontier minority areas teachers how to see and understand the teaching of multicultural elements?This question can be decomposed into several questions: in the teaching,how do teachers in border ethnic areas understand diverse cultures? What influence does the cultural understanding of teachers in the border ethnic areas have on teaching? What factors influence the formation of teachers’ cultural understanding in the border ethnic areas?What is the enlightenment of teachers’ cultural understanding state reflected by the realistic situation on teacher training,teacher self-growth and teacher teaching in the multi-cultural context?Using the ethnographic research,the author takes the teacher group of S town Bian Ya primary school as the observation object,the side shoots through the fieldwork for a month and a half,presents the cultural understanding status of teachers in the micro system.These states reflects the teacher “pre-understanding” of teacher culture,cultural values and thinking mode etc.On the one hand,the study analyzes teachers’ perceptions of teaching purposes,textbook content and student background from the perspective of cultural cognition;On the other hand,from the perspective of cultural practice,this paper analyzes how teachers interpret textbooks,what teaching strategies they use,how to manage classes and how to conduct teaching evaluation.It also analyzes the factors influencing teachers’ cultural understanding from the perspective of cultural experience,and thus gives rise to theoretical thinking on teacher training,teacher self-growth and teaching development under the multicultural context.The main findings are as follows:First,the cultural understanding of teachers is carried out in the context of national identity and national security.Facing the educational objects with different cultural needs of border ethnic groups,the cultural understanding activities presented by teachers in teaching are based on the appeal of "the unity",in which they seek to realize the ideal of "diversity under the unity".The identity of national education constructors of teachers in border ethnic areas is prominent.Second,the cultural understanding of teachers in border ethnic areas is affected by cultural experiences.The cultural experience of teachers is the key point of view to form the cultural cognition,and the cultural awareness generated in the cultural experience is an important driving force for the construction of teachers’ cultural practice.Third,the cultural understanding of teachers in the border ethnic areas is characterized by diversity and individuality.According to the survey,the cultural understanding behavior of the teachers in Bian Ya primary school can be divided into three states: the state of cultural unconsciousness,the state of germination of cultural awareness,and the state of taking cultural understanding actions.The three states of cultural understanding exist among the teachers in different stages of development.The different cultural experiences obtained by individuals in the frontier cultural field promote teachers’ cultural understanding with individual characteristics.Fourth,there is tension and balance between teachers’ cultural understanding and the "rules".Regardless of the state of cultural understanding,teachers are constrained by“rules” in the teaching.Primary school teachers in border ethnic areas have their own difficulties and cultural survival wisdom,which makes the balance between "cultural understanding" and "rules" tend to be "diversity under the unity" in the reflection of "rules".Fifth,teachers need to reflect and practice to improve the effect of teaching,a cultural understanding activity.And the reflective practice of teachers will also influence the attitudes and behaviors of individuals who treat different characteristics in the classroom.The thesis is divided into six parts,as follows:The introduction part presents the individual’s research background,research purpose,research significance,literature review,core concepts and main points,research framework and research process;The first chapter first outlines and describes the cultural soil of Bian Ya primary school in S town,including the cultural environment of S town in the border area of southern,and the cultural ecology of Bian Ya primary school in S town.The second chapter examines the cultural cognition in the teachers’ cultural understanding from the aspects of teaching purpose,textbook content and students’ background.The third chapter focuses on the cultural practice in teachers’ cultural understanding,observing the state of teachers’ cultural understanding from the four aspects of teaching material interpretation,teaching strategy,teaching management and teaching evaluation.The fourth chapter analyzes the factors influencing the teachers’ cultural understanding state from the perspective of cultural experience by combining theory and practice.The fifth chapter,based on the investigation of the current situation of teachers’ cultural understanding of Bian Ya primary school,and puts forward three Suggestions: First,from the perspective of teacher training in border ethnic areas,teachers should be trained to permeate cultural understanding;Second,from the perspective of teachers in border ethnic areas,self-growth of teachers should be advocated by examining cultural understanding.Third,from the teaching level of the border ethnic areas,the teaching development of cultural understanding should be highlighted.The sixth chapter elaborates on the reflections of research findings,research relationship and research process.