| Ethnic minority teachers is an important enabler of ethnic education in our country, their education belief plays an important role in their personal development. What are the education beliefs of ethnic minority teachers in the actual education teaching field? What are the influencing factors of their Education beliefs? What are the tracks of the germination, formation and development of their education beliefs? How to describe the development of ethnic minority teachers’education belief through the individual life history? On the basis of the above questions, this study selected M primary school in a Shui Nationality village as the field point, set in certain history and cultural background of Shui Nationality village, took Wang Shilian as a case, from the micro perspective of life history, took his education experience, teaching experience and education beliefs as clues, collected data through interviews, observation, questionnaire investigation and collecting objects. And then sorted and analyzed a large number of first-hand information, explored the development of his education beliefs and influencing factors, and examined the important issues about how to cultivate and construct teachers’education beliefs.This study introduced the general situation of M primary school in the Shui Nationality village, which included architecture and layout, signs, teachers, students, basic teaching situation, etc. And then the study discussed Wang Shilian’s life history and education beliefs. In the aspect of life history, the study discried his education experience and teaching experience (divided into newly joined phase, stable phase, rising phase, harvest phase, retired phase). In the aspect of the present situation of the education belief, the study focused on his views on teaching, teacher and education’s culture function, and then analyzed his dilemma of life stress and education ideal, and his dilemma of the dual cultural identity as a member of Shui Nationality and teacher. Based on the data collection and analysis, the study gets the following conclusions:first, we should evaluate teachers’education beliefs objectively and fair. The study criticizes the theory of "candle" and its effect on evaluate teachers’education beliefs, the study points out that the evaluation of minority teachers’education belief should fully consider these factors, that is to consider their dilemmas of life stress and education ideal, and create conditions and opportunities for them to realize their education ideals. Second, the key of construction of teachers’education belief is "self-acceptance". The construction of teachers’education belief influenced by individual factors and social cultural factors, but both of them can only translate into teachers’ education belief by "self-acceptance system". Specifically,"self-acceptance system" includes self summary, reflection, recognition and acceptance, etc. Third, the study suggests that establish the connection between life history and teachers’ education belief to do the research about teachers’ education belief has special significance. The current studies of teachers’ education belief should focus on make the connection between life history and teachers’ education belief, looking at teachers’ education beliefs’formation, development, deconstruction and reconstruction in the teacher’s life history context. And then draw a picture about teachers’education belief of the development of a dynamic figure. The subject of the study may not have noble education belief, nor have famous story, but he devotes all his years to the education cause of M village and makes a significant contribution to many children’s future and development."as a teacher of a village, for the benefit of a village". He is a respectful teacher. |
