The Problem of Science Education in Minority Areas—Based on a Study in Gansu Province of China

Abstract

After 60 years of development, minority education not only has made great achievements in China, but also faces many problems. Among them is the problem of science education. The students learning in high school in the basic education in minority areas have faced particular difficulties in learning science. The teaching quality is not high, students generally fear the sciences and select the arts, and there is a structural imbalance in minority college student choices of majors. The proportion of minority college students in the arts and humanities far exceeds the proportion choosing the sciences. The minority science education problem has a great impact on both the economic and social development of minority areas and on improving the quality of minority education. In order to improve science education in minorities of China, this article proposes several suggestions: (1) Implement an open and integrated minority education system; (2) adjust the discipline structure at colleges serving ethnic minorities; and (3) improve basic science education in minority areas.

Keywords:

• China
• minority education
• science education

Additional information

Notes on contributors

Bai Liang

Bai Liang is an associate professor at Northwest Normal University’s Institute for Northwest Ethnic Minority Education Development.