A Study On Hui Culture Curriculum Development In Ningxia’s Vocational College For Nationalities

When the multicultural education continue to impact our field of vision, when we have constantly emphasized the ethnic regions vocational institutions should have both "national character" and "vocational education", we find that vocational schools in the national minority areas still hover in vocational education of the mainstream culture, and they have been walking on the same road as the other vocational institutions, and at the same time "national character" was far abandoned. Ningxia is China’s Muslim ghettos, and Islamic culture is its biggest advantage. However, in many ethnic vocational institutions, whether professional settings or curriculum, national characteristics are lost quietly. Without the national character, how to develop vocational schools in the ethnic regions’? With pointcuts of vocational schools in Ningxia, this paper conducts research on the curriculum based on the Hui culture, in the hope of making some efforts to the development of national vocational institutions. This study includes a total of six parts:The first part is introduction. Based on multicultural education and the Hui culture, this part introducs the research status at home and abroad, clarifies the reason why to develop curriculum of the Hui culture in vocational schools, and also introduce ideas and methods of the research.The second part is to annotate the value of Ningxia Hui culture curriculum development in vocational schools. Based on the support of the theory of dialectical relationship between culture, education, courses, post-modern view of knowledge, multiple intelligence theory, this part explains the value of Ningxia Hui culture curriculum development in vocational schools.The third part is to investigate the reality of Hui culture curriculum development in Ningxia national vocational institutions. This section outlines the basic situation of Ningxia, Hui culture curriculum development situation in the national vocational institutions (starting from the attitude of students and teachers about the Hui culture and education), in order to get a realistic background of the study. The fourth part is to introduce the key of developing the Hui culture courses:teachers and their professional development. Clarifying the key role of teachers in curriculum development for the Hui culture, this paper make a more detailed discussion of teachers’ professional development from four areas:updates of Teacher Education, requirements of teachers’ quality in Hui Culture courses, the teacher-student relationship in the Hui culture courses, teachers training in Hui culture courses.The fifth part is to introduce the model of Hui culture curriculum development in vocational schools in Ningxia nation. This part basically constructs the Hui culture courses mainly from the philosophy and objectives of the Hui culture courses, the Hui culture course curriculum design, Hui culture curriculum content selection, Hui culture course curriculum implementation, the Hui culture curriculum evaluation strategies.The sixth part is to select the developed Hui culture courses as the case, and simply introduce it in order to provide a reference for the national vocational institutions to develop Hui culture curriculum.