Research On The Value Orientation Of Ethnic School Education From The Perspective Of Symbiosis Theory

China's ethnic education has two main objectives: one is to enable the ethnic minorities to fit in the mainstream society and share the achievements of modern development,so as to achieve ethnic equality and national integration;the other is to reserve and inherit the excellent culture of ethnic minorities,so that ethnic minorities can maintain their ethnic characteristics,and the diversity of Chinese national culture can be guaranteed.Educational objective itself is the value orientation of education with some tendency and proposed by people according to the basic theories of educational objective and the current social conditions.Given this definition and logic,the value orientation of ethnic education can be divide into two types of "modernization" and "nationalization".At present,the socialism with Chinese characteristics has entered a new era,and the mode-transitional reform of the Chinese society has also entered a new historical period.The tide of social transformation has made the contradictions between the inheritance and protection of ethnic culture and modern school education more prominent.In order to cultivate modern talents with national foundation,the ethnic school education in China is generally faced with the problem of bridging the two types of value orientations of education,namely,"nationalization" and "modernization".From the perspective of symbiosis theory,taking Jing Nationality Middle School in Wanwei Village of Guangxi as the individual case,this paper comprehensively used research methods such as literature research method,observation method,interview method and questionnaire method to carry out in-depth analysis and research of the value orientation of education of Jing Nationality Middle School during the transformation period of society.First,this paper investigated the natural and social environment and development history of the middle school,and made a rational analysis of the establishment of two types of education value orientations of "modernization" and "nationalization" as well as their roles in reality from the perspective of the school development environment and vein.Second,the origin and connotation of symbiosis theory wereanalyzed,and the applicableness of the application of symbiosis theory in research of the education value orientation of Jing Nationality Middle School was expounded.On this basis,taking the connotation of symbiosis theory,namely,"coexistence without assimilation","interaction and co-fusion" and "co-evolution",as the judgment standard,the benign and non-benign interactive situations between the two types of education value orientations of "modernization" and "nationalization" in educational and teaching practice were reviewed.Finally,from two aspects of internal factors and external factors,this paper analyzed the cause of the non-benign symbiosis between "nationalization" and "modernization",and attempted to improve and perfect the road of "symbiosis" between the two types of education value orientations in Jing Nationality Middle School according to the specific problems in education practice of the middle school and from aspect of the establishment of objective system,curriculum system,teaching system and security system.For the two types of education value orientations discussed in this paper,the core issue is how to coordinate the relationship between modernization and traditional national culture under the background of social transformation,and the fundamental objective of the symbiosis is to cultivate modern talents with national foundation.Furthermore,the symbiosis between "nationalization" and "modernization" relates to the direction of reform and development of Jing Nationality Middle School and the improvement of the quality of education,meanwhile,it is a realistic problem that will inevitably appear in the development process of ethnic school education in China.Through the research of Jing Nationality Middle School,this paper tries to provide a typical case for the analysis of the value orientation of ethnic school education in China.