A Study On The Implementation Effect Of Ethnic Unity And Progress Education In Xizang Middle School Of C City

Ethnic unity is the lifeline of all ethnic groups;it is the basis for ethnic development and progress,social stability and harmony;and it is also the foundation for the Chinese nation to have a strong sense of community in the new era.Ethnic unity and progress education is an important part of the cause of ethnic unity and progress in our country,from the initial "ethnic unity education" evolved to later "ethnic unity and progress education",initially carried out ethnic unity education in primary and middle schools to later carry out ethnic unity and progress education in the whole society,its scope is expanding step by step,the specific guidance requirements are further clear,the connotation is further clear,It plays an important role in maintaining and consolidating ethnic relations featuring equality,unity,mutual assistance and harmony,promoting exchanges and integration among all ethnic groups,building a strong sense of community among the Chinese nation,and realizing the great rejuvenation of the Chinese nation.In 1985,the CPC Central Committee began to open Tibetan classes(schools)on the mainland,Mainland Tibetan classes(schools)undertake the responsibility of ethnic education and shoulder the mission of educating people for the country and talents for the Party.The primary task of ethnic unity and progress education in mainland Tibet classes(schools)is to train students in mainland Tibet classes(schools)to enhance the awareness of ethnic unity and progress,safeguard the reunification of the motherland,promote exchanges and integration of all ethnic groups,and enhance the five identities.Education of ethnic unity and progress focuses on peacetime and heart-to-heart communication.Daily life is an important field to carry out education of ethnic unity and progress.At the same time,daily life is also the main platform to test the effect of education of ethnic unity and progress.Tibetan Middle School in C City is selected as a case study.The school has a history of 37 years and has been awarded the "National Model Collective of Ethnic Unity and Progress" by The State Council for three times,which provides a certain typicality and uniqueness for this study.In the past,the ethnic unity and progress education fell into such a predicament: in terms of educational objectives,the objectives were empty and not specific,and did not target the different characteristics of all levels and types of educatees;In terms of educational content,the content is vague and not focused,the selection of educational content is one-sided and idealized,and educational resources are not selected in accordance with times and prosperities.In terms of educational methods,the method is single but not diversified,and there is a phenomenon of formalization dogmatism,theory and practice are disjointed.In terms of educational evaluation,no perfect evaluation system has been established,and the educational effect of ethnic unity and progress can hardly be guaranteed.Therefore,this study tries to observe the education of ethnic unity and progress from the perspective of daily life,and excavates the elements of ethnic unity and progress education in the daily life of sample schools.The question concerned in this study is how to carry out ethnic unity and progress education in the daily life of Tibetan Middle School in C City.What has been achieved? What experience do they have?Firstly,this study used the literature method to sort out the current academic research on ethnic unity and progressive education and daily life,and found that there are relatively few studies on ethnic unity and progressive education from the perspective of daily life.Secondly,the field investigation method was adopted to observe the development of ethnic unity and progress education in Tibetan Middle School of C City from the perspective of daily life,and some teachers and students were interviewed in depth to obtain their true feelings.Guided by relevant theories of ethnic unity and progress education in the new era,Marxist daily life theory and Tao Xingzhi’s life education theory,this study observed the current situation of ethnic unity and progress education of Xizang Middle School in C City from the perspectives of daily co-living life,daily co-learning life,daily co-working life and daily co-fun life.Daily co-living is divided into physical space and social space.In physical space,campus culture is strong,and in social space,teachers and students of different ethnic groups pair up to help each other,and ethnic unity is strong.The daily co-study life is divided into classroom teaching and practical teaching.The unique classroom teaching methods and profound theme education activities have planted seeds of ethnic unity in the hearts of students.The rich and colorful student association practice activities promote the mutual help of Tibetan and Chinese students.The daily co-working life mainly refers to the characteristic system and activities of the school,such as visiting Tibetan families,snow Eagle publicity group and Boguan small forum to improve students’ sense of cooperation and work together,and to practice the kinship of Han and Tibetan family.The daily co-fun life mainly refers to the festival cultural activities of the school.The teachers and students of Han and Tibetan feel the charm of traditional culture in the Mid-Autumn Festival,National Day,Spring Festival and other festive atmosphere,and enhance the feeling of ethnic unity in the laughter.This study conducted in-depth interviews with 8 students in Tibetan Middle School in C City,and took the interview texts as the basis for analyzing the effect of ethnic unity and progress education in the school.The study found that the initial feeling of the Tibetan children when they first came to the mainland to go to school was that they did not adapt to the environment,life and psychology.After getting along with teachers and students from different ethnic groups and regions for some time,they showed mutual help,friendship and harmony in living together.Learn the rich and colorful life together,common progress;Work together on the life of division of labor cooperation,common growth;Mutual companionship in happy life,emotional integration.Through co-living,co-learning,co-working and co-living,the final feeling of school is "like home".Based on the analysis of the effect of the education of ethnic unity and progress in the daily life of Xizang Middle School in C City,the author concludes that the school has three experiences in carrying out the education of ethnic unity and progress in the daily life.First,we should give priority to moral education and build a strong sense of community for the Chinese nation.Second,adhere to the three aspects of education,guide students to strengthen the five identities;Third,we will strengthen the construction of teachers’ ethics and ethics,and implement the fundamental task of cultivating virtues and cultivating people.Finally,this paper obtains several enlightenment from the successful practice of ethnic unity and progress education in sample schools: first,the education idea should be based on life;Second,the education content comes from life;Third,education approaches close to life;Fourth,educational evaluation returns to life.