Cultural Differences And National Students' Academic Quality

Minority education is a very important part of education system, whose quality and development not only influence the quality of education for the whole nation, but also the economy and social development in the minority area. The current quality of minority education is affected and restricted by many factors, of which student's scholastic quality is a subsystem of the quality of minority education. Therefore, studying the status of student's scholastic quality and the influencing factors is the key to improve the student's scholastic quality and the quality of education for the whole nation.The research adopts the method of anthropological fieldwork, taking the Namu School in Yunnan Province as case study to conduct in-depth investigation and studies on the status and influencing factors of Dai student's scholastic quality, separately analysising and explaining in the terms of the emic and etic approach. On this basis, it employs the cultural disruption and related theory as the based theory to probe into the related factors for student's scholastic quality focusing on the impact from a cultural point of view and does a preliminary interpretation for the theory. Finally, it brings up the relevant suggestions and tries to construct a theory explanation frame mode for the coordinated development for the quality and features of the minority educationThe main contents of this research as following:The Introduction section shows the research background, which suggests that the research on the quality of minority education based on previous studies, in particular, the student's scholastic quality should not only take into account the impact of generally relevant factors for the Dai student's scholastic quality, but the particularity of minority region and the differences of culture in minority education, on the basis of which, putting forward the framework and the research ideas of the paper.The first chapter introduces the social culture of Namu School, the case study, in Yunnan Province, and further explores the difference among the community, family culture and school culture. Around the research topics, the writer clears up the history of school development in Namu area, which provides a more detailed background material to carry out the research.Chapter Two gives the relevant information about the case school from anthropological perspective so as to make known the general situation of the schools in that area and the factors related to the Dai students'scholastic quality, provide some more background information for detailed research and prepare for later study.With the local people's vision, Chapter Three makes an emic survey of the status quo of Dai students' scholastic quality in the case school, showing in the round Dai students' actual school work and the interest-related people's attitudes, judgments and needs.In Chapter Four, the author, applying general educational and ethnic educational theories, makes an etic study on the influence factors of Dai students'scholastic quality, giving theoretical analysis and explanation to the actual level of the students' school work.Chapter Five focuses on the theoretic analysis and explanation of the current situation and factors influencing Dai students' scholastic quality. This chapter, in a view of cultural anthropological theories, discusses and analyzes the factors influencing Dai students' scholastic quality, especially the cultural factor to which more attention is paid, in order to reveal the fact that culture influences Dai students' school work quality and provide some theoretic suggestions and evoke consideration for the improvement of their scholastic achievements and the ethnic minority education of the whole country.Chapter Six, in an extended perspective, covers the whole area of China's ethnic minority education. Having analyzed the status quo of ethnic minority area students' scholastic quality and the relevant causing factors, this research finds not only the ethnic minority students' scholastic quality but also the quality of the ethnic minority education has close relation with the history and culture of the local area and is influenced by the historical and cultural traditions. Therefore, in order to promote the educational quality and development of the ethnic minority areas, the function of the historical and cultural traditions must be emphasized. Only in this way, can the characteristic road to the ethnic minority education be explored in depth-the improvement of the ethnic educational quality is associated with the characteristic development of the ethnic education so that the integrated development of educational quality and characteristics can be found.Finally, this research tries to construct a pattern, in which ethnic culture, education and economy develop co-ordinately and effectively, to promote the quality of ethnic education and provide some ideas and references for the quality promotion and characteristic development of the ethnic minority education.The improvement of the ethnic minority students' scholastic quality is closely related to the promotion of the quality and characteristic development of the ethnic minority education. The ethnic students' scholastic quality which is also conditioned and influenced by ethnic cultural traditions forms the core part of the ethnic educational quality. The characteristic development of the ethnic education emphasizes the cultural differences in the process of the improvement of the educational quality, bringing culture into educational development and taking advantage of ethnic culture in the promotion of the educational quality and meanwhile boosting the development and inheritance of the excellent ethnic culture by the promoted educational quality, making the ethnic graduates meet the needs of the local social and economic development involve themselves in the construction so as to upgrade the overall level of social, economic and educational development. This will be one of the effective ways to develop the ethnic education and promote the educational quality.