| Education in ethnic areas is an important part of China’s education system.With the development of the country and the progress of society,accelerating the construction of a high-quality education system has become an important mission for ethnic education in the new era.For primary and secondary school teachers,the central work of teachers is teaching,and good teaching and good education are inseparable to a certain extent.Teaching and education are the relationship between the part and the whole.Education includes teaching,and teaching is a basic way for teachers to provide a comprehensive education,and is the central work of teachers in school education.In addition,teaching and culture are interdependent and mutually constraining.Culture is the content of teaching,and teachers’ attitudes toward culture determine the ways,means,and content of teaching.It can be said that there is no teaching without culture and no teaching without culture.Culturally responsive teaching,as a kind of pedagogy that integrates culture and teaching,has gradually entered the research horizon of scholars in the field of ethnic education in China since the1970 s,and has carried out theoretical and practical research with roots in Chinese soil.This study attempts to explore the value of culturally responsive teaching for primary and secondary school teachers in China’s ethnic areas and explore the current situation of the implementation and application of culturally responsive teaching for primary and secondary school teachers in ethnic areas,and propose multi-directional paths for optimizing and improving culturally responsive teaching for primary and secondary school teachers in ethnic areas at the school and teacher levels,so as to improve the teaching ability of teachers in ethnic areas and build a higher quality education system.The foundation is laid.The study of culturally responsive teaching for primary and secondary school teachers in ethnic areas is based on a review of theoretical and empirical studies on culturally responsive teaching at home and abroad,proposing the purpose,meaning,ideas and methods of culturally responsive teaching research,discussing the relevant theoretical foundations supporting culturally responsive teaching,elaborating the value of culturally responsive teaching to the development of ethnic education in China,analyzing the current situation of culturally responsive teaching implementation for primary and secondary school teachers in ethnic areas,and exploring the value of culturally responsive teaching for teachers in ethnic areas.The current situation of the implementation of culturally responsive teaching in primary and secondary schools in ethnic areas is analyzed,and the effective experiences and difficulties of teachers in the process of implementing culturally responsive teaching are discussed.Finally,we discuss the paths to improve culturally responsive teaching in primary and secondary schools in ethnic areas from several levels,namely,to improve teachers’ multicultural literacy and cultivate culturally responsive teachers;to design multicultural integration curriculum and teaching materials to support teachers’ culturally responsive teaching implementation;to create an inclusive and symbiotic campus cultural environment to promote cultural exchange and integration in the campus;to build a tripartite bridge between home,school,and society to bring into play the synergy of home,school,and society in educating people.The research on culturally responsive teaching is not only a study on the cultural responsiveness of teachers,but also a study on the cultural responsiveness of teachers.Research on culturally responsive teaching can not only enrich our teaching theories,but also provide reference for teachers’ daily teaching,so that teachers can improve their understanding of culturally responsive teaching and provide targeted guidance for teachers in primary and secondary schools in ethnic areas to implement culturally responsive teaching. |
PDF Full Text Request