| After the reform and opening up,the cross-border flow of population in border areas is frequent,and the exchange of border people,cross-border intermarriage,visiting relatives and friends,etc.have given birth to the cross-border study of Burmese students.With China's support for the development of border education,the implementation of free compulsory education,the construction of standardized campus,etc.,the school running conditions in border areas are gradually improved,and the same treatment is given to Burmese students,and the number of Burmese students is increasing year by year.With the increase of the number of students,a series of educational problems have arisen.Such as strict recruitment conditions,difficult teaching management,poor road to further education and so on.In recent years,due to the balanced development of education,the lack of education and teaching resources,the difficulty of management of Burmese students and other factors,some cities and counties have orally stipulated that all kinds of schools at all levels will no longer accept Burmese freshmen,which makes it difficult for Burmese students to study.The identity of the special group-"Burmese students" in Yunnan border schools can be summarized as students whose parents are at least one Burmese and do not have Chinese nationality.Compared with Chinese students,as a minority group receiving local education,they are in a relatively marginal position in the study.On the basis of ensuring the balanced development of Chinese students' compulsory education,how can China actively accept Burmese students to study?Firstly,it is related to the education and assistance of vulnerable Burmese students caused by cross-border marriage.Secondly,it is related to the international education assistance of Burmese students whose parents are Burmese.The education of Burmese students restricts the development of border education,and it is related to the border education.Social stability,one belt,one road,and one education community,is a major issue that has become a pressing issue in the Yunnan border area.This study takes one belt,one road education action as the guideline and adheres to the idea of "free compulsory education for children".Based on the educational equity theory,education exclusion theory,education governance theory,cross-border education in border areas in Yunnan,and related research results of cross-border enrollment of foreign students,the study is based on the actual education situation of Burma students in M county.The research will take Burmese students as the object,train talents for economic construction between China and Myanmar,develop cross-border ethnic education and improve the quality of border education as the goal,adopt qualitative research methods,follow the combination of groups and cases,go deep into the field,collect data through in-depth interviews,questionnaires and case analysis,and fully consider the cultural and geographical environment,socio-economic,ethnic population of M county.The current situation of education of Burmese students is analyzed.The study found that the education status of Burmese students is as follows: in terms of the starting point of education,Burmese students are facing the situation of public schools refusing or strict recruitment conditions,which leads to their enrollment becoming the home of "related households" and "rich people".In the process of education,they enjoy some educational resources and preferential policies,adopt mixed class arrangement but random grades,and the school gives Burmese students "equal treatment" in classroom teaching and assessment,as well as more emotional care,but Burmese students' scores are not on the list.In terms of educational results,Burmese students are faced with the embarrassing situation of "want to read" and "no chance to read",so they have no choice but to "where to come from" and "where to go ".Based on the analysis of the current educational situation of Burmese students,there are four major problems in the current situation of Burmese students studying in border schools:rare entrance opportunities,separate management,hopeless entrance and limited education road,lack of practical education management policies and so on.By using the theory of educational exclusion,the researcher explains the root of the educational dilemma of Burmese students,which is mainly caused by the interaction of five factors: the dilemma of policy support,the dilemma of educational resources,the dilemma of family background,the dilemma of social expectation and the dilemma of self-consciousness.Specifically,the lack of guidance in policy-making,the impact of domestic education policies on the enrollment of Burmese students,the unwritten rules of refusing Burmese students in M county make it difficult to enroll Burmese students;the lack of school degrees,the lack of school building resources and the weak teaching staff make M County unable to accept more Burmese students;the poor family economy and the biased education concept make it difficult to enroll Burmese students.The results show that Myanmar students are unable to get paid education;the low level of social demand for talents and the low number of years of education make them in the low expectation of completing compulsory education;the lack of awareness of education and the courage to change makes them unable to break through the existing education dilemma,and hover outside of self-education and self-management.On the basis of attribution analysis,using the theory of educational governance and taking multi-party participation in governance as the logical starting point.This paper discusses the construction of educational policy,innovation of school management,participation of social forces,family education support and other systems to construct the educational strategies for Myanmar students,in order to provide a good educational environment for Myanmar students.The main contents are as follows: first,to establish a coherent and coordinated policy system and improve the education of Myanmar students.The system guarantee of students' studying.We should formulate a coherent education policy from the central government to the local government,and establish a normal collaborative governance model.Second,to strengthen the sense of responsibility and optimize the teaching management.We should establish an independent and segmented student registration system for Myanmar students,improve reasonable management rules and regulations,strengthen democratic management of education through close cooperation between family and school,and cultivate students' self-education and management awareness.Third,we should pay attention to social forces and build a multi interactive education model.We should make full use of community resources to cultivate parents' advanced education ideas,stimulate private investment to ensure the development of border education,and build support channels for colleges and universities to encourage researchers to explore.Fourth,further prompt the development system of border education to help the development of border education.We should increase the investment in border education,improve the conditions of running schools,change the system of running schools,improve the teaching contents and methods,innovate the personnel training and management system,enhance the soft power of education,and improve the incentive mechanism of rewards and punishments for the development of border education. |
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