GLOBAL EXPERIENCE IN ETHNIC MINORITY CULTURE EDUCATION: REFLECTION AND PROSPECT ON THE DEVELOPMENT OF YAO CULTURE SCHOOL BASED CURRICULUM
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Abstract
In the context of deepening globalization, the protection and inheritance of minority cultures face severe challenges, and Yao culture is no exception. Protecting and inheriting minority cultures through education, especially school-based curriculum, can ensure their sustainability. This article explores the experience of minority cultural education from a global perspective, taking countries such as the United States, Canada, and Australia as examples. Through policy support, community participation, and bilingual education, these countries have promoted the revival and inheritance of minority cultures. Based on empirical research on the school-based curriculum of traditional Yao culture, it is found that although some schools in Yao ethnic areas offer relevant courses, there are deficiencies in the systematic curriculum, teaching staff, and teaching resources. The research adopts empirical methods, and the data sources include questionnaire surveys, interviews, and field investigations of schools in Yao ethnic settlements. The research results indicate that there are many problems with the curriculum, and based on this, improvement strategies such as strengthening policy support, promoting community participation, systematizing curriculum design, and enhancing teachers' professional competence are proposed. Research has shown that by drawing on international successful cases and combining them with the actual situation of the Yao ethnic group, continuously exploring innovative ways of protection, providing new paths and strategies for the inheritance of Yao cultural education, revitalizing it in the development of the times, and promoting its effective inheritance and development in the modernization process.
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