Research On The Practice Of Ethnic Unity And Progress Education In Tibetan Classes(schools)in The New Era

National unity and progress is the "lifeline" of China’s stable development,and vigorously developing education on national unity and progress is both an urgent task and a long-term goal.The establishment of mainland Tibetan classes(schools)is an innovative educational model created by the Party and the state based on the actual development of the country,aimed at improving the development status of Tibet,solving domestic ethnic affairs,cultivating ethnic minority talents,and promoting national unity and progress.Therefore,a comprehensive analysis of the educational practices of national unity and progress in mainland Tibetan classes(schools)in the new era is beneficial for improving the talent training system for ethnic minorities,deepening the cause of national unity and progress education,and strengthening the sense of community of the Chinese nation.This study uses research methods such as literature review,interviews,and questionnaires to systematically review the development history and overview of mainland Tibetan classes(schools)in the new era.Through in-depth analysis of representative school educational practices,the study explores the ideological concepts,teaching models,and practical effects of national unity and progress education at S High School,analyzes the problems of national unity and progress education at S High School,and proposes targeted suggestions for the development of national unity and progress education in mainland Tibetan classes(schools)in the new era based on current situations and future trends.The study found that: first,in the process of carrying out education on national unity and progress,mainland Tibetan classes(schools)have ingeniously integrated national unity and progress education into various aspects of students’ daily curriculum,campus culture construction,characteristic practical activities,and external exchange learning,achieving the normalization of national unity and progress education;second,the school focuses on the integration and development of resources for national unity and progress education,not only developing curriculum resources in regular classroom teaching,but also vigorously promoting and disseminating them in campus club courses,and integrating national unity and progress elements into the construction,corridors,morning exercises,school songs,and school mottos;third,the school continuously enriches the connotation of national unity and progress education in educational practice activities,forming an educational concept centered on national unity and progress education;fourth,the school extensively carries out exchanges and cooperation with sister schools in characteristic research activities,providing conditions for promoting communication and integration among students of various ethnic groups.At the same time,there are weak links in national unity and progress education in mainland Tibetan classes(schools): the content of teacher training in mainland Tibetan classes(schools)is single;the theoretical education of the school is relatively rich,but it is not sufficiently translated into student practice;the evaluation system for students urgently needs improvement.Therefore,in the future development process,the school should fully improve the teacher training system,strengthen internal and external teacher exchanges;improve the student evaluation mechanism,and pay attention to student differences;fully integrate new technologies and promote national unity and progress education work across platforms.