School education perspectives of The Han and Aboriginal Students

[[abstract]]In order to pursue equality of educational opportunity, the government begin to pay attention to education of minority students. Therefore, they set up complete schools in the remote aboriginal areas. However, there are senior Han and aboriginal students study in these schools at the same time, and these two groups may develop different perspectives and action in the process of school education. Thus, my first objective is to investigate the school education perspective of these students, including their views of school, curriculum, teacher and classmate. Then I describe the relationship between the formation of perspective and action, and analyze the school and social context which students are in. At last, I make conclusion about the characters of Han and aboriginal students’ school education perspectives, proposing some implications on educational reforms. To fulfill above purpose, the research adapts the qualitative study approach and collect data by long-term participant observation and interviews. Various kinds of documents are also gathered during this period. Through interviews and participative observations taken, we can find out about the influenced power of student’s perspectives as well as understand the students` adaptation and transaction when facing the daily life in the school. Research results are as follows: 1. The main point of students’ school education perspectives （1）Han students pursue high school value of ‘entering higher school’, and judge school equality with ‘the opportunity of entering higher school’. （2）Aboriginal students pursue high school value of ‘diploma’, and judge school equality with ‘the opportunity of graduation’. 2. The school factor of school education perspectives （1）’Grade’ is a important symbol of school education perspective, but it does not mean that school has interconnected system which pay attention to academic achievement. （2）Han students adopt the cultural value of the social mainstream, and ‘make comparison with aboriginal classmates’ and ‘enter cram school’ to breakthrough entering higher school unfavorably at school. （3）Aboriginal students does not adopt the cultural value of the social mainstream, and ‘look for value beyond the grade’ to solve the difficulty of graduating from high school. 3. The social culture factor of school education perspectives （1）Han students are influenced by the culture of family and community, producing the culture characteristic of compliance at school, and does not identify their school but affirm school education. （2）Han students are influenced by the culture of family, and study in cheap public high school, regarding cram school as a influenced way to enter university. （3）Aboriginal students are influenced by the culture of family and community, and does not produce the culture of resistance at school, affirming school education is help for future life. （4）Aboriginal students are influenced by the culture of family, and create the culture of playing to obtain diploma, therefore, they reproduce the culture of their own family.