The Present Situation And Development Strategies Research On Teachers' Beliefs In The Yi Nationality Region

With the recognition of the complexity of teaching work and the transformation of the curriculum research paradigm,teachers' beliefs have gradually became one of the most noticed topics in the field of teacher education research in various countries.Teachers and schools are the key to the national education reform.Teachers' beliefs,as the psychological background and implicit mechanism of teachers engaging in education and teaching,are the profound instruction of the school culture and the teacher culture.Teachers' beliefs lead teachers' perception and actions,which in turn affect the teachers' teaching,the school's education practices and affect the country's curriculum and teaching reforms.The Yi nationality,which is the sixth largest ethnic minority group in China,mainly lives in the southwest region,and Liang Shan Yi Autonomous Prefecture is the country's largest ethnic minority settlement.Compared with the mainstream prefecture of the Han,the Yi prefecture has the unique traditional culture and customs,and national characteristics and local characteristics are also reflected in school education.With the increasing attention to school education,teachers,as the subject in educational activities,their status and roles are more prominent in the development of education in the Yi prefecture.Based on reviewing relevant literature and research,the author finds that teachers' beliefs in ethnic minority areas are still on marginal position in the exiting study,and teachers' beliefs research about the Yi prefecture is even more rare.Based on the above thinking and research vacancies,as well as the special status of the secondary school in the contemporary education system.This study takes the secondary school's teachers in Liang Shan Yi Autonomous Prefecture as the research object,and investigates teachers' beliefs in Yi prefecture.Based on the understanding and the ponder foundation to the status quo,analyzes the influencing factors of their present teachers' belief by combining with the survey data and the interview conclusions.And then,based on the status quo and influencing factors of teachers' belief,puts forward some strategies and support conditions.The main ideas and writing logic of this study are as follows: First of all,expounding the reason and the significance of choosing this research topic,and combing the relevant domestic and foreign research literature.On the basis of the existing research,finding out the foothold and breakthrough of this research,clearly defining the relevant key concepts in this study,and expounding the theoretical basis of this study;Secondly,investigating and interviewing the research object with the questionnaire and interview outline which are the main survey tools.Analyzing the status quo of teachers' beliefs in Yi prefecture from four aspects: student-management,curriculum and teaching,student-learning and teachers.And it can be found that teachers' beliefs of the study object are Conservative with certain national characteristics and local characteristics.Thirdly,based on the problems existing in the status quo of the secondary school teachers' beliefs in Yi nationality region,do analysis from external factors and internal factors.The external factors mainly involves the social ecological environment,teachers' training and management system,teachers' evaluation model,school culture.The internal factors mainly involves teachers' life experience,teachers' personality characteristics,teachers' awareness of self-reflection and so on.Fourthly,in view of the conservative tendency of the teachers in the secondary school in Yi nationality region and with the analysis of the affecting factors,putting forward measures to promote teachers' beliefs in the secondary school in Yi region from teacher themselves and other objects.Teachers' efforts should includes that,understanding Yi students,revealing teachers' self-belief,and focusing on the key events or figures.Government and schools should improve the practical knowledge of novice teachers,build a competitive and cooperative teacher culture,and develop local curriculum.Finally,putting forward some guarantees,including material guarantees,institutional guarantees,organizational guarantees,and cultural guarantees.