A Survey Of The Current Situation Of Bilingual Teaching Of Naxi Primary School Students

China is a multinational country with a long history, multi language and multinational characteristics determine its cultural diversity. In the context of the currentera, the contradiction and conflict between national integration and cultural diversityare unavoidable realistic issue for multinational country. Cultural heritage dependingon education, bilingual education is just the key to solute the contradiction.Implementation of bilingual education in minority areas, on the one hand,it can makemembers of ethnic minorities to adapt to mainstream culture of the modernmainstream society, on the other hand, it can inherit and carry forward the excellenttraditions cultural heritage of the nation. Bilingual teaching is also the best way tosave language and cultural diversity. Yunnan is a multi-ethnic region, carrying outbilingual teaching has formed a certain scale and accumulated much experience, butthe relevant intensive researches are still less, especially in mathematics, the studiesof ethnic bilingual teaching are more scarce. Therefore, the research aboutmathematics bilingual teaching on Naxi students is very meaningful.Firstly, this paper analyzes the research status of bilingual education and ethnicbilingual teaching using literature method. Secondly, selecting12primary schools inrural areas of Yulong Country of Lijiang conducts questionnaire surveys on65mathematics teachers and300students. Finally, using SPSS17.0statistical softwarequalitative analysis of data and combining classroom observations and teacherinterviews qualitative evaluation of the results, we obtain the major conclusions inthe survey: First, school pays more attention to Naxi bilingual teaching inmathematics; Second, students are more satisfied with Naxi bilingual teaching inmathematics; Third, teachers need to be strengthened in understanding and graspingbilingual teaching; Fourth, faculty, teaching materials, funding and evaluation arethe main restricting factors for Naxi mathematics bilingual teaching.Based on the above analysis of the conclusions, putting forward six suggestionsfor Naxi mathematics pupils bilingual teaching: the first is to strengthenMathematics Bilingual teaching faculty construction in rural areas of the Naxi; thesecond is to improve national common language level of pupils Naxi; the third is to improve and perfect the existing bilingual teaching evaluation system andmechanism; the fourth is to better improve the construction of bilingual teachingmaterials; the fifth is to strive to improve Naxi mathematics bilingual lesson teachingeffects; the sixth is to increase funding for bilingual education input fromgovernment education departments.