The System of Educational Development for Ethnic Minority Teachers in Taiwan and Its Inspirations

I. The Development of the Education System for Ethnic Minority Peoples in Taiwan

最后，在小学语文教学的过程中，运用信息技术能够有效提升学生的思维能力。在借助信息技术开展教学的过程中，教师通常会引导学生制作相关的思维导图，在此过程中，学生的思维能力会得到一定的锻炼。

1. The Establishment and Roles of Ethnic Minority Peoples’ Educational Institutions in Taiwan

In terms of the actual implementation of the policy, the taiwan “yuanzhu minzu weiyuanhui” (Taiwan Council of Ethnic Minority Peoples), the education authority of Taiwan, and the local administrative agencies have often failed to clarify the “ethnic minority education” rights of ethnic minority peoples, which has affected administrative efficiency. Generally speaking, the education authority of Taiwan is mainly responsible for the general education of ethnic minority students, while ethnic minority education is under the supervision of the Taiwan Council of Ethnic Minority Peoples.

田志芳立即慌了，她发现杨连长也在，他是和刀营长骑马提前来的，但他胸前没挂红花。她扭过头问向阳花：“谁？谁结婚？”向阳花笑嘻嘻地说：“别急，妹子，你今天仔细找找，这里还有比杨连长更好的不？”

Relevant studies found that in schools in ethnic minority areas of Taiwan, junior high school studentswith ethnic minority identity account for 57.22% of all students, and as many as as 72.89% for primary school students (in schools in the mountainous areas, the number of ethnic minority students is as many as 1/3). Therefore, it is vital to train ethnic minority principals or teachers in these ethnic minority areas.

The selection of ethnic minority teachers in Taiwan is mainly based on two methods. The first is to select teacher candidates from the university students; the second is to guarantee the employment of ethnic minority teachers in schools at all levels.

Generally, there are no rules and restrictions regarding the ethnic identity of college students when they apply for taking the exams related to education in their universities. As long as they are accepted by the university and their academic performance meets university requirements, they can apply for the exam.

卵巢癌是妇科最常见的恶性肿瘤之一，也是致死率最高的妇科肿瘤。手术前正确判断卵巢肿物性质可指导临床选择合适的手术方式及治疗，且准确的手术分期和肿瘤细胞减灭术对卵巢癌患者的预后有重要影响[1]。本文通过对60例盆腔肿块病变顺序进行彩色多普勒超声及超声引导下穿刺活检，根据评价结果分为阳性和阴性，并与手术病理或临床随访结果对照，评价彩色多普勒超声及超声引导下活检对卵巢癌的诊断应用。

2. The Legal Basis for Training Taiwan Ethnic Minority Teachers

2. Methodology for Selecting Ethnic Minority Teachers

In order to make up for the shortage and deficiencies of ethnic minority teachers, the education authority of Taiwan promotes “ethnic minority teachers to study ethnic minority cultures and a multicultural curriculum”. According to Article 24 of the “yuanzhu minzu jiaoyu fa”(Regulations on Ethnic Minority Peoples’ Education ) , “ethnic minority teachers should take courses related to ethnic minority culture or multicultural education to enhance their professional capacity. Their courses, credits, hours of study, and other measures should be determined by related ethnic minority peoples’ institutes and educational authorities.”

1) The Selection of Teacher Candidates from University Students

II. Training Ethnic Minority Teachers in Taiwan

1.An Analysis of the Number of Ethnic Minority Teachers in Primary and Secondary Schools

2)The Guarantee of Employment for Ethnic Minority Teachers in Schools at All Levels

3.Methodologies for Training Ethnic Minority -Language Teachers

Article 24 of the “yuanzhu minzu jiaoyu fa” states that, “In the five years after the implementation of the new provisions, the ratio of ethnic minority teachers cannot be less than one third of the total number of the teachers, or no less than the ratio of ethnic minority students among the total number of students in that school.”

He bought a house for his children to live in.（他为他的孩子买了一所居住的房子。）

In response to implementing “local language” teaching in the“Nine-year Curriculum”,the education authority of Taiwan planned to complete the “Ethnic Minority Peoples Language Seed Teacher Training Course” by 2001, and has trained the ethnic minority teachers working in primary schools. This is similar to the “backbone teacher training program” set up in mainland China.

III. Conclusion and Inspirations

The main research focus of teacher education within ethnic education in the mainland is on the training bilingual teachers. The ethnic minority people’s education in Taiwan also focuses on training ethnic minority language teachers. The concept of bilingual education used here mostly takes the definition provided by M.F. McKay who states that bilingual education refers to an educational system which uses two languages as the medium for teaching. In the case of China, it is an educational system which takes the national common language (Mandarin) and ethnic minority languages as the medium for teaching. Based upon the concept of bilingual education proposed by M.F. Mackay, and an adoption of Fang Xiaohua and Fu Dongming’s definition of bilingual teachers, i.e. bilingual teacher education also refers to training “bilingual, bi-cultural” teachers, this article makes three recommendations: 1) strengthen the legalization of the bilingual teacher education policy;2) establish an integrated training mechanism for cultivating bilingual teachers; and, 3) implement preferential policies, and train appropriate bilingual teachers specially from among the ethnic minority students.

依据美国运筹学家 T．L．Saaty的1～9标度法，将石油安全各评价指标分为A级、B级、C级、D级、E级5个等级，分别代表安全、较安全、一般、较危险、危险，分值由9～1代表安全程度递减。石油安全各个单项评价指标的安全等级的确定主要依据国际通用标准、国内外经济和石油经济发展现状以及专家意见，具体如表2所示。

Key Words:Taiwan; ethnic minority peoples; teacher education; educational policy

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