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Abstract
Foreign literary works are an important part of Chinese textbooks in high schools. However, the exam-oriented education results in a marginalized and unsatisfactory teaching of foreign literary works. Based on the high school Chinese textbook by PEP (People’s Education Press), teaching practices, and requirements of the new curriculum standards, this article analyzes the foreign literary works in the textbook, explores its value and the infiltration of cultural spirit in teaching, discusses the problems in teaching, as well as provides suggestions to them in hope to gain attention in the teaching of foreign literary works, broaden students’ horizons, and cultivate their humanistic spirit.
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Turkey exposed to several mass immigration movements due to its location, is not a “transit country” anymore for immigrants, but a “target country”. Since the day that the migration flows have started, Turkey developed various policies regarding the education of immigrant children. And by the year 2016, these children have begun to be included in the Turkish education system. Research findings reveal that immigrant children face the number of challenges in their education life. These problems include communication and discrimination problems arising out of language and cultural differences. Many countries exposed to mass immigration movements in the world often use multicultural education approaches to solve the educational issues of newcomers. Therefore, comprehensive literature research is needed and that this research will be useful to see the subject as a whole. The findings of the study revealed that the three basic approaches to teacher education could be defined in six stages, each of which consists of two phases. The educators of teachers and policymakers can examine these approaches and evaluate the strengths and weaknesses of each of them based on their philosophical stances about multiculturalism.
The purpose of this study is to determine the teachers' attitudes toward multicultural education. This is a survey study and the participants of the study were 248 teachers who are teaching Turkish to the Syrian immigrants in Sanliurfa. The data for this study was collected through a 5-point Likert scale called "Teachers' Multicultural Attitude Scale". According to findings, it is determined that teachers have positive attitudes towards multicultural education. Their attitudes do not differ in a statistically significant way according to their gender, mother tongue, and professional seniority. Literature teachers were found to have more positive attitudes than class teachers. Based on the findings, it can be suggested that more research is needed on how to develop, alter teaching methods and programs according to multicultural education and why teachers of certain subjects have a more positive attitude towards multicultural education. Also, studies that investigate if teachers’ attitudes towards multicultural education affect students’ academic achievement, social adaptation processes and so on may provide useful information. The participation of teachers in cultural exchange programs, formal education, courses may be useful to raise their awareness and competency on multicultural education. © 2018 Eurasian Society of Educational Research. All Rights Reserved.
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