Research On The Practice Problems Of Education For International Understanding In Primary Schools

The education for international understanding originates from the emergence and solution of all global and international problems.Through training students' own international understanding ability and emotional attitude value,they can communicate with others equally,live together and cooperate with each other.Since the promulgation of the outline of the national medium and long term education reform and development plan(2010-2020),The education for international understanding of all provinces and cities in China has taken action according to their own conditions and formulated corresponding implementation measures.In order to implement the requirements of the national medium and long-term development program and respond to the requirements of international city construction,Chengdu actively carries out iThe education for international understanding,expands the international vision of the majority of primary and secondary school students,enhances international awareness and improves international literacy.It is required to train students to be rooted in the excellent culture of their own nation and region,understand multiculturalism,have doubts about the culture of other countries,ethnic groups and regions,respect others,have equal dialogue with others,and pay attention to peace,environment and human rights.This paper will be divided into five chapters to discuss the current situation,problems and Countermeasures of the education for international understanding in Chengdu primary school.The first chapter analyzes the connotation of the education for international understanding,the existing research basis at home and abroad,the origin,purpose and significance of research.The second chapter clarifies the context of the development of the education for international understanding in primary school,and discusses the background of the development of the education for international understanding from the promotion of Chengdu's education for international understanding policy and the development of primary school itself.The third chapter uses the methods of questionnaire,interview and statistical analysis to analyze the current situation of the implementation of the education for international understanding in Chengdu primary school.In the fourth chapter,from the perspective of school management standards and curricular implementation,the author points out that there are some problems in the education for international understanding of T primary school,such as inadequate implementation of policies and systems,unscientific organization and management,low international understanding literacy of teachers,the "instrumentalization" of curriculum objectives,the "double standardization" of curriculum content selection and the "Aestheticization" of western culture in the process of curricular implementation,and combines with the problems of primary school in Chengdu.The fifth chapter puts forward the countermeasures to solve the problems.From the perspective of school management,we need to promote the construction by evaluation,build an evaluation system of the education for international understanding,optimize the organizational structure,and cultivate teachers' international understanding literacy through multiple channels;from the perspective of curriculum implementation,we need to pay attention to the value of education itself,respect for cultural differences,and critically understand other cultures.