On the Differences between Chinese Languages Education in Xinjiang and Economically Developed Cities under the New Curriculum Standard

Department of History, Hainan Normal University, Haikou, Hainan, China.

^* Corresponding author: 15000340232@xs.hnit.edu.cn

Abstract

By examining the ancient and modern educational approaches in the Xinjiang Uyghur Autonomous Region, this study analyzes the changes and processes based on the analysis of Xinjiang’s location, ethnic situation, and educational resources and studies the differences between language education in Xinjiang and the general region, which proposes the importance of the popularization of the common national language for language education. It also analyzes the relationship between the common national language and Chinese language education.The paper is divided into four parts. The first part introduces the background. The second part introduces language education under the new curriculum standards and explores in depth through language learning requirements, teaching materials, and school-based resources. The third part analyzes the current situation of the use of national languages by ethnic minorities in Xinjiang and explores it through students, language teachers, and learning. The fourth part concludes. The shift from “bilingual education” to full Chinese language teaching has been a long-standing educational goal in Xinjiang, and it has been achieved. However, the version of language teaching materials in the region lags, the curriculum reform is slow, and teachers and language curriculum resources are relatively scarce. This will provide some reference for future research and exploration of language education in Xinjiang. This study finds that the versions of the language teaching materials lag, the curriculum reform is slow, and the teacher strength and the language curriculum resources are relatively scarce.