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Teacher education; challenges and pilot project in china xinrong zheng, global hr forum 2010, seoul, korea

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With the process of globalization will inevitably bring the integration of cultures, cultural conflict. All scholars are increasingly concerned about the phenomenon of multi-cultural and multicultural …

With the process of globalization will inevitably bring the integration of cultures, cultural conflict. All scholars are increasingly concerned about the phenomenon of multi-cultural and multicultural education. Multicultural education is a hot topic in today's world. In modern society, multicultural education present ate different characteristics in different counties for the various needs of education development. China has accumulated rich experience and heritage of value in the long history of multi-language, multi-ethnic and diverse culture. It presents new characteristics under the conditions of opening, social transformation and educational reform in 21st century. This report review the origin and development of multicultural education theory and practice in recent years in China, and try to provide a full view of the distinctive feature of multicultural education developed in China.
This presentation is divided into five parts ;
“Population and Composed" mainly states the situation of China's current ethnical nationalities, race, gender, urban\rural discrepancy, class, geographical region, etc, showing the macroscopic background of the cultural diversity of China.
“Diversity of Students and Teachers in Education System” presents the diversity of students and teachers, such as the number of ethnic minorities and migrant population, urban and rural students’ proportion and gender ratio in various schools.
“The concept and theoretical foundation of multicultural” states the rise of cultural diversity, and the meaning of the concept "multicultural" in China and its theoretical basis.
“The major issues of multicultural education” is an introduction of the hotspots and major issues currently appears in China from four aspects, including ethnic minority education and educational administration system, Migrant children and inclusive education, and gender equality education.
"The Pilot Study and Experiment" focuses mainly on the progress and achievements of the pilot study in three areas: the training of ethnic minority teacher, the enhancement of women's leadership and the ethnical school improvement with language and cultural sensitive.

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  • 1. Teacher Education:challeges and pilot project in China
  • 2. Multicultural Education is a hot topic in today's world. In modern society, multicultural education presents itself in different characteristics among different counties for the various needs of education development. China has accumulated rich experience and heritage of value in the long history of multi- language, multi-ethnic and diverse culture. Along with the globalization process and reform and opening policy, China has already established its own theory and practice of multicultural education, which focuses not only on ethnic minority education, but also the education of women, the disabled, migrants, and the marginal socio-economic groups.
  • 3. Outline • Population and Composed • Diversity of Students and Teacher in Education System • The Major changlleges of Teacher • Pilot Practice and Experiment
  • 4. The territory of China stretches across a 9,600,000 squares. Qinling Mountain and Huanghe River divides the North and South China geographically. There are remarkable differences between North and South from climate, species, nature, features to population. Based on economic development, natural conditions and the resource situation, China could be divided into three major economic regions
  • 5. Population and Composed • 1.1 Geographical and Administrative Divisions Territory: 9,600,000 squares Administrations: 4 municipalities, 23 provinces, 5 autonomous regions 2 special administrative regions Figure 1:Administrative Divisions of China
  • 6. Geographical and Administrative Divisions the top of the whole country the top of the whole country Good foundation of heavy industryGood foundation of heavy industry vast land but need to be improved.vast land but need to be improved.
  • 7. Nationality and Language • Nationality :with 56 ethnic nationalities, 55 ethnic minorities(8.41% of the total population ,2000) Figure 3: Han and Ethnic Minority Population ratio in China (2000)
  • 8. Nationality and Language China has the largest population in the world. In late 2008, there are 1.328 billion people in the mainland of China, of which 1,159,400,000 are Han people that account for 91.59% of the total population, the number of ethnic minorities is 106,430,000, accounting for 8.41% of the total population.
  • 9. Nationality and Language • Chinese is a common language • 53 ethnic minority nationalities have their own languages except Hui and Manchu • More than 80 spoken languages • About 30 written languages
  • 10. Population and Demography
  • 11. Population of Urban Area and Rural Area
  • 12. Sex Ratio
  • 13. Age Structure
  • 14. Social Class and Occupation
  • 15. The proportion of urban rural students in Primary School
  • 16. Building Concept of Multicultural Education Figure 11: Factors Impacting Multicultural Education in China
  • 17. Goals of Multicultural Education in China • Realize equal education rights and opportunities for the whole society • Develop cross-cultural adaptation abilities • Eliminate all social and cultural discriminations • Promote social harmony and national unity
  • 18. Education System for Ethnic Minorities
  • 19. The patterns and system of bilingual education Patten 1: – all the subjects—— taught with their native language; – Chinese as a subject; – text books written in native language Patten 2: – all the subjects ——taught in Chinese; – their native language as a subject taught in all grades; – text books written in Chinese;
  • 20. New teaching models – The model of mostly using Chinese in subjects teaching meanwhile native languages as assistant language – The model of using both Chinese and native languages – The model of trilingual language learning 21 ethnic minorities have launched bilingual education to 6 million students in China
  • 21. Left-behind children and migrant children
  • 22. challenges of Teachers' development Minority teachers, female teachers and teachers of schools in rural areas have fewer opportunities to participate in teachers’ training(2006). 24.1% of minority teachers haven’t participate in training, while the number of the Han nationality teachers is 21.8%. 25.1% of female teacher haven’t participate in training, while the number of male teacher is 21%.
  • 23. Useful bilingual teaching materials are insufficient. Many teachers whose mother tongue are not Chinese can’t read and use resources in Chinese on internet . Some materials of minority are translated from materials in Chinese, which are not adapt to minority students. no special traning face to more and moreLeft-behind migrant children .......
  • 24. Teacher support system TSS, 新疆 疏附 甘肃 崆峒 广西 三江、隆林 四川 苍溪 云南 永平 宁夏 原州 贵州 印江 试点地区示意图
  • 25. Teacher support system This Project is the cooperative project between UNICEF and MOE which aimed at setting up Teacher Support System (TSS) in rural ethnical areas of China during 2006—2010. We explored a new teacher support model and greatly promote teachers’ professional development in pilot areas.
  • 26. Bilingual Teacher Training Project(2006-2010) Manual of teacher training on child friendly school in minority language
  • 27. 组织双语培训教师的培训
  • 28. Developing local material with Culture Sensitive •Training Teacher and Principal on Child-friendly School. •Carry Out "Effective Teaching" and "Friendly Assessment" training to the Teachers. •Building of Child-friendly School. •Develop Language and Cultural Appropriate Resources
  • 29. Effect and Experience • Teachers can choose training language to express their opinion and materials freely according to their own requirement • Respect minority teachers’ culture and language option in training • Teachers are familiar with core concept of multi-culture, and practice these and finally promote their professional development and minority children’s development.
  • 30. Effect and Experience • Training bilingual trainer in ethnic minority areas, the minority teachers receive best training with appropriate cultural and the language • Develop and provide more resource in appropriate language • Evaluate education achievement based on local reality and culture • To ensure every child has access to learning Chinese and mother language, children and teachers should choose appropriate teaching model and curriculum
  • 31. Multicultural Education Research Center of Beijing Normal University Professor Zheng Xinrong Beijing,PRC