A Study On The Turkish Language Classroom Of Primary School Through Perspective Of International Understanding Education

In 2010,the State Council issued the Outline of China's National Plan for Medium and Long-term Education Reform and Development(2010-2020)which clearly proposed to develop International Understanding Education;since then,a large number of studies and practices of International Understanding Education have emerged in China.Shanghai Municipal Education Commission carried out‘Less-commonly taught languages learning program in primary and secondary school'since 2012,trying to promote international understanding education through less-commonly taught language classroom in elementary education.Based on Turkish learning program carried out by Primary School Affiliated to Shanghai University,after clarifying the concept and summarizing the previous studies,this paper conducted a field work focusing on the teaching effect of international understanding in the Turkish classroom,exploring the interaction in the classroom from the perspective of ethnography,and combining with relevant policy texts and interview data from teachers and students to carry out analysis.Through the perspective of symbolic culturalism and related educational policy evaluation framework,this paper found that the de facto interdependency advocated by international understanding education has been accomplished by both teacher and students in the process of students' active participation in the reconstruction of the culture and order of Turkish classroom.Meanwhile,it is found that: the ‘mutualism between the conflict others' teaching mode and idea is important for international understanding education;at the same time,less-commonly taught languages learning program in elementary education can promote the further development of international understanding education in China.