Research On The Significance Of Integrating Ethnic Unity Education Into Mongolian Language Teaching In Junior Middle School

Ethnic unity is the prerequisite and basis for national development.Ethnic unity education for students is not only the requirement of implementing the country,but also the inevitable choice of realizing the great Chinese Dream in the new era.The integration of ethnic unity education in Mongolian language teaching is conducive to teachers’ better use of textbooks to educate students on ethnic unity and to students’ formation of correct ethnic views.This study takes the internship school KM Middle School and the alma mater BY Middle School as the survey objects,and uses literature analysis and field investigation methods to analyze the current situation of ethnic unity education in KM and BY Middle Schools.Using case analysis method,analyze the relevant chapters on ethnic unity education in Mongolian language textbooks for middle school students.Based on the survey results,analyze the current situation of integrating ethnic unity education into primary Mongolian language teaching,identify existing problems and their causes,and propose effective ways.It consists of five parts: chapter,conclusion,references,and appendix.The introduction section mainly involves the reasons for selecting the topic,research purpose and significance,research status,definition of relevant concepts,and research ideas and methods.The first chapter introduces the analysis of the two current situations of integrating ethnic unity education into Mongolian language teaching in junior high schools.The analysis was conducted from two aspects: the investigation of the current situation of students and the content of ethnic unity in textbooks.The second chapter mainly analyzes the problems and reasons of integrating ethnic unity education into Mongolian language teaching from two aspects: teachers’ teaching and students’ learning,based on the survey results.Chapter 3 proposes effective strategies from both teacher teaching and student learning based on existing problems.