Research On Local Curriculum Construction Of Teacher Education In Minority Area In The Context Of Chinese Nation Community

China is a unified country with diverse ethnic compositions and cultures,and since the founding of the People's Republic of China,under the leadership of the Communist Party of C hina(CPC),various ethnic groups have formed a unity of the Chinese Nation in which they are closely intertwined and inseparable from each other.Under the pattern of the unity of the C hinese Nation,education for ethnic minorities,including teacher education,is endowed with the essential attribute of nationalism and special attribute of ethnicity.Under the guidance of the theory of socialism with C hinese characteristics,the characteristics of different ethnic groups and diversity are fused together in the process of communication and integration to form the identity and nature of the C hinese Nation Community.This study abides by the basic premise of "training minority teachers for the Party and the great rejuvenation of the C hinese Nation," and focuses on "training minority teachers with ethnic cultural characteristics in local teacher education programs to serve the Party and the great rejuvenation of the Chinese Nation" to promote the diversification of teacher education.In the context of C hine se ethnic community,the development of local knowledge in ethnic areas and the construction of local curriculum for teacher education are the realistic and long-term needs to cultivate minority teachers' educational belief in Chinese unity education,their ability of multi-ethnic unity education and multi-ethnic cultural knowledge,train teachers from ethnic minorities who are reliable,accessible,useful and good at teaching for basic education in ethnic minority areas,and promote the revitalization of e ducation in ethnic minority areas.As the crystallization of the collective wisdom of all ethnic groups,local knowledge of ethnic regions is the "foundation" of the production life and traditional education of ethnic minorities,and it has an undeniable fundamental role in the development of social,economic,cultural and educational public undertakings of ethnic minorities.No matter from the perspective of knowledge concept or based on the position of knowledge type,local knowledge of ethnic regions has fundamental educational significance and curriculum resource value for regional teacher education.The deep excavation and scientific integration of local knowledge in ethnic areas and the construction of local curriculum for teacher education with ethnic cultural character have profound theoretical foundation of multicultural education and postmodern theory of knowledge.In the context of the pattern of the unity of the Chinese nation,the study argues that the construction of a local curriculum for teac her education in ethnic areas must firstly be aligned with the general requirements for professional knowledge,professional competence,and professional beliefs of teachers in kindergartens,primary and secondary schools as stipulated in C hina's Teacher Education C urriculum Standards(for Trial Implementation)and Teacher Professional Standards(for Trial Implementation);secondly,we must develop and integrate local knowledge in ethnic areas from three dimensions: subject curriculum,practical curriculum,and implicit curriculum,and construct a three-dimensional and systematic local curriculum system for teacher education,taking into account the special characteristics of teachers' professional development and education teaching in ethnic areas.After fieldwork,questionnaires and interviews,it's found that under the influence of multicultural education and multicultural teacher education thinking,teacher education in ethnic areas has begun to explore the theory and practice of characteristic and connotative development;some institutions have incorporated multicultural education theory into teacher education courses,focusing on cultivating teachers and "prospective" teachers in ethnic areas;some institutions have included ethnic culture courses in teacher education majors such as physical education,music education,and art education,which have enriched the curriculum content of some teacher education majors in ethnic areas to a certain extent and made them reflect their proper ethnicity and locality.However,on the whole,the local curriculum of teacher education in ethnic areas is still relatively or absolutely missing.In terms of subject curricula,firstly,teacher education schools in ethnic areas lack theoretical subjects of ethnic education teaching,ethnic pedagogy,cultural psychology,and ethnic science;secondly,there is a lack of scientific selection and effective use of existing local teaching materials in the region;thirdly,the existing local curricula of some teacher education majors generally have problems such as emphasis on sports and arts,and light on science and value interpretation.In terms of practical courses,firstly,teacher education schools in ethnic areas lack educational links and cooperation with kindergartens,primary and secondary schools in ethnic areas,making educational practices such as educational internship,educational apprenticeship,observation and exercise alienated from the ethnic basic education field;secondly,educational practice courses ignore ethnic students' family research;thirdly,educational practice courses are detached from ethnic community activities.In terms of campus culture construction as a hidden curriculum,firstly,the campus architecture of teacher education schools in ethnic areas has a strong mainstream culture and modern style,and minority cultural elements are scarce;secondly,the traditional cultural festivals and activities of ethnic minorities in campus culture and art activities are separated from their form and spirit,a nd there is a lack of interpretation of the meaning of related literary and artistic activities,thus making them fall into the situation of "cultural show";thirdly,the campus culture propaganda,board design and digital campus construction reflect a strong mainstream culture and modern culture orientation,and lack the development,integration and propagation of the outstanding minority culture and its value.In response to the current reality of the lack of local curriculum for teacher education in ethnic areas,the study concludes that the relevant problems are the result of a combination of subjective and objective factors.Specifically,the objective factors that restrict the construction of local curricula for teacher education in ethnic areas are:first,the inherent tension between modernization and localization of teacher education in ethnic areas,specifically the conflict between the different needs of educational modernity and educational ethnicity in terms of teacher education training objectives and curriculum knowledge selection in ethnic areas;second,the disappearance of local knowledge in the process of urbanization in ethnic areas,specifically the absolute absence or relative absence of local knowledge in the physical space theory and cultural and psychological space changes,and the loss of local knowledge in the process of urbanization in ethnic areas.The objective factors that limit the construction of local curriculum for teacher education in ethnic areas include: first,the lack of subjectivity of teacher education in ethnic areas in the process of education modernization,which is manifested in the lack of consciousness of curriculum culture and the lack of the concept of endogenous development;second,the unavoidable limitatio ns of local knowledge in ethnic areas are manifested in the non-scientific nature of local knowledge under the perspective of modern knowledge,the reticence and fragmentation of local knowledge and its close connection with religion,etc.Under the general requirement of multi-ethnic unity education in China,the study concludes that the construction of a local curriculum for teacher education with ethnic cultural characteristics must be changed and supported at the macro-conceptual level,the medium-institutional level and the micro-technical level in order to ensure the quality of the construction of the local curriculum.At the macro-conceptual level,first,the subjectivity of teacher education in ethnic areas must be strengthened,which is reflected in establishing the awareness of multicultural teacher education,constructing a teacher education model with ethnic cultural characteristics,and enhancing the cultural consciousness of teacher education curriculum in ethnic areas;second,the correct ideology of local curriculum for teacher education must be adhered to,and the harmonious unity of directional,scientific,developmental,and systematic construction of local curriculum must be insisted on.At the medium-institutional level,first,we must improve the guarantee mechanism of local curriculum development in teacher education,which is reflected in optimizing the economic resources for local curriculum construction,clarifying the division of authority and responsibility for local curriculum construction,and strengthening the supervision and evaluation of local curriculum;secondly,it is necessary to promote the regionalization of local curriculum construction in teacher education,which is reflected in establishing the concept of regionaliza tion of local curriculum construction,strengthening the cooperation of local curriculum construction subjects in the domain,and establishing the feedback mechanism of regional evaluation of local curriculum.At the micro-technical level,first,the digital construction of local curriculum in teacher education must be strengthened,which is reflected in the use of information technology to integrate local curriculum resources,strengthen the digital transformation of existing local curriculum,and build a digital sharing platform for local curriculum;second,the systematic construction of local curriculum in teacher education must be deepened,which is reflected in the explicit treatment of local knowledge with muted characteristics and the disciplinary integration of explicit knowledge to construct a disciplinary curriculum with ethnic cultural characteristics;strengthen the connection and cooperation with ethnic communities,ethnic families,and kindergartens,primary and secondary schools in ethnic areas to construct an educational practice curriculum that goes to the world of ethnic life;and fully integrate the elements of ethnic minority cultures in the construction of campus culture to construct a multi-ethnic cultural harmony and implicit curriculum.In the context of the pattern of the unity of the C hinese Nation,developing and integrating local knowledge of ethnic regions and constructing local curriculum of teacher education with ethnic cultural character can promote the characteristic and connotative development of teacher education in ethnic regions,resolve effectively the tension between tradition and modernity,ethnicity and nationality in the modernization process of teacher education in ethnic areas,and build a paradigm of "universal beauty" with the paradigm of "beauty in each and every" in teacher education for ethnic minorities.In this way,we can cultivate minority teachers with correct national consciousness,multi-ethnic cultural knowledge,and multicultural educational abilities and educational beliefs in unity of the C hinese Nation,promote the long-term development of social,economic,cultural,and educational undertakings in ethnic areas,and contribute to the unity and rejuvenation of the Chinese Nation.In the current context of a highly unified teacher qualification system and teacher education accreditation standards in China,there is still a lack of scientific evaluation and calculation of ethnic minority teachers' multi-ethnic cultural knowledge,and multicultural educatio nal abilities and educational beliefs in unity of the Chinese Nation.It still requires more mature multicultural teacher education theories as guidance and more scientific exploration of multicultural teacher education practices as reference to construct the teacher education local curriculum with ethnic cultural characteristics,promote the diversification of teacher education in C hina and the connotative development of teacher education in ethnic regions and forge the organic unity of minority teachers' sense of Community of Chinese Nation.