加拿大多元文化对教育的影响分析

PAGE17Abstract:Multiculturaleducationrevealsthecognitiveawarenessofculturaldiversityandmultiplechoices,whichenablepeopletore-examinethemotivesandultimatedestinationofthemainstreamcultureeducation,andconsequentlycanfaceuptothelimitationsofeducation.Throughreferringtosomeforeignwritings,multiculturalandmulticulturalism’sconceptsaredefined.Bycombinedwiththedescriptionofmulticulturaleducation’sconcept,emphaticallyelaborateditsbasicideas.Then,accordingtotherealofCanadaanditshistoricalprocess,thispaperanalysesthereasonsforCanada'smulticulturallearningandsummarizeCanada'smulticulturalpolicy.Finally,theanalysisthesamepointbetweentheCanadianmulticulturaleducationandChinesenationalculturaleducation,fromtheperspectivesonconfirmingmulticulturaleducationphilosophy,fosteringstudentsthecross-culturalskillsandstructuringculturalconnotationswithnationalculturalhistory,someinspirationscanbeexploredthatbringsfromtheCanadianmulticulturaleducationtoChinesenationaleducation.Keywords:Canada;multi-culture;multiculturaleducation;inspirations中文摘要:多元文化教育揭示了人们对文化多样性与文化多元选择的认知，使人们重新审视主流文化教育的动机与归宿，从而正视教育的局限性。本文引用多本国外著作对多元文化、多元文化主义的概念进行了界定，并对多元文化教育概念的发展进行了描述，对其概念进行了界定。着重阐述了多元文化教育的基本理念，其中双语教育是前提，课程设置是关键，教育方法是根本。结合加拿大的现实发展与历史进程，分析了加拿大多元文化学习的原因，并描述了学校及家庭里的多元文化学习、总结了加拿大多元文化的政策和教育。最后，分析了拿大多元文化教育与我国民族文化教育的相同点，并从确定多元文化教育理念、培养学生的跨文化交往能力、按照本民族的文化历史构造民族教育的文化内涵等角度探讨了加拿大多元文化教育对我国民族教育的启示。关键词:加拿大；多元文化；多元文化教育；启示1.Induction1.1.Relatednotions1.1.1.Multi-cultureandmulticulturalismNationalcultureisonefactorofmulti-culturecomposition,thesymbolofnationstateandthemainfeaturetocertifycountry’sownindependentidentity.Itoriginatedfromaspecificethnicgeography,environmentandlong-termsocialpractice.Asanationalco-preciousspiritualwealth,nationalculturenotonlytoshapethenation'slifestyle,butalsotoconstructthespecificationofthevalueofthenation,isthefundamentalsourceofnationalcommunitycohesion.Inthe“MulticulturalCitizenship:ALiberalTheoryofMinorityRights”,WillKymlickabelievedthatculturalprovidesthepossibilityforcitizenstochooseameaningfullife.Asamulti-ethnicnation-state,Canadashouldproceedfromfreedomandrespecttheculturalrightsofcitizens,inclusive“Nationalcitizenship”and“Thinidentity”tointegrateethnicnation-state.Nation-statenothavetocreateaunifiednationalculture,butonlytoensurethatallethnicgroupshavetheopportunitytomaintainadifferentculture,sothatitcanensurethatmembersofallethnicandculturalidentitygainequalprotection.Duetothedifferentsituationofdifferentculturalgroups,trulyequaltreatmentoftheseminorityculturesistogiveunequaltreatment.Canadianmigrationtidecauseddiversenationalculturalintegration,andmadeCanadiancultureemergedapatternofmulticultural.Accordingtotheexplanationof“multi-culture”fromthe“CanadianEncyclopedia”whicheditedbyJames·H·Marsh,generally,therearethreemeanings:First,itreferstoaracialorculturalheterogeneitycharacteristicsofthesociety;Second,itwastheperceptionoftheconceptofequalityandrespectbetweenethnicorculturalgroups;Third,itwasthepoliciesthatCanadianfederalandprovincialgovernmentimplementedsince1971.Hallconsideredthatthe"multi-cultural"and"multiculturalism"segmentisausefulapproachin“UnsettledMulticulturalism”.Hethought,multiculturalasanadjectivedescribedthecoexistenceofmanyculturesinthesocialcommunity,andattemptedtoestablishacommonlife,butitalsocanretaintheoriginalidentitysocialcharacteristics.While,"Multiculturalism"tendstorefertothosestrategiesandpoliciesforgovernanceormanagementdifferencesinamulticulturalsociety,itisapoliticalideology.Althoughscholarsdisagree,eachhasfocusedparticularityon,butallactivelyagreesthecoremeaningofmulticulturalismthatrespectfordifferences,givingfullrightstominorities,implementingdifferentiatedpolitics,andadvocatingtherealdemocracy,inordertorealizethecoexistenceofmultiple.1.1.2.MulticulturaleducationSincethedateofsubmission,Multiculturaleducationasaconceptattractedtheattentionofthemulti-ethniccountries.Manycountries,fromdifferentangles,indifferentwaystodefinemulticulturaleducation,althoughhavediversestatement,butgenerallytheyhavethesamemeaning.Severalrepresentativetheoriesaresummarizedasfollows:JamesLych,theBritishmulticulturaleducationist,consideredthatmulticulturaleducationisanreformmovementinordertomeettheneedsofthevariousminoritygroupsorindividualsinthecultureconsciousnessandself-evaluation.Itspurposeistohelpallthedifferentculturesoftheethnicgroupstolearnhowtoliveharmoniouslyinmulticulturalsocietyactively,thentomaintaintheequilibriumofeducationalachievementamongpopulations,andbasedonthepromotionofmutualrespectandtolerancetoconsiderallnationaldifferences.InJapan,themorerepresentativetypicalopinionthoughtthat,so-called"multiculturaleducation"istoprovideequaleducationopportunitiesfortheyoungpeopleofdiverseculturalandethnicbackgrounds,especiallythosechildrenoftheethnicminoritiesandimmigrantsinpoorsituation.Itistheimplementaryeducationonthebasisofrespectfortheirnationanditsculturalidentity.Americanmulticulturaleducator,CJamesA·Banksconsideredthat,multiculturaleducationgenerallyrefersinthemulti-ethniccountry,inordertoprotectingtheholdersofawidevarietyofethnicandculturalbackground,inparticulartheirchildrenabletoenjoyequalopportunitiesineducationandtheirnationalcultureanditsuniquecharacteristicsachieverespect.What’smore,Banksbelievedthatthefundamentalgoalofmulticulturaleducationis:"madegroupsbelongingtodifferentcultural,ethnic,socialclass,canlearntomaintainrelationssoastoachievepeaceandco-ordinationbetweensymbiotic.However,multiculturaleducationisnotjustaconceptorslogan.Tobecomeoperableeducationactivity,practicaleducationreformmustbeputforward.Theearly1980s,Gollnick(fromUSA)integratedmanyscholarspointofviewandputforwardthemulticulturaleducationhaveto:promoteculturaldiversityoffeaturesandvalue;promotetheconceptofhumanrightsandrespectforsocialjusticeandequalityofopportunitybetweenindividuals;sothateveryonehastheopportunitytochooselife;promotethesocialbecomejusticeandequalityofopportunityforallmankind;promoteequaldistributionofpowerbetweenthedifferentraces.Inourcountry,multiculturaleducationisknownasamulti-ethnicculturaleducationorminorityeducation,mainlyfromtheperspectiveofculturalbackgroundtostudynationaleducationissues.Sincethe1990s,scholars’understandingofmulticulturaleducationtendtobeconsistent,comprehensiveup,itcanberoughlylikethisexpression:multiculturaleducationshouldenableallstudents(notonlyminoritystudents)knownandunderstandthevariousculturesinthecommunity,includingstudentsowncountry'sculture,aswellasauniversalnationalmainstreamculturesharedbyallethnicgroups.whileregardlessofgender,race,religion,language,socialeconomicstatus.Multiculturaleducationmusthelpstudentsacquiretheknowledge,skillsandattitudeneededtosurviveinthenationalmainstreamculture,butalsohelpstodeveloptheabilityofstudentsinthenationalsubculturesandotherminoritysubculturessurvivalneeds.Throughmulticulturaleducationcourses,studentscanknowthesocialinjusticeanditscauses,andcanimprovetheirabilitytoadapttodifferentculturalbackgroundsarethegoalsofmulticulturaleducation.Inshort,multiculturaleducationisa“differentculturaleducation”,whichtreatsrespectdifferentculturesasthestartingpoint,basedoneverygroup’sequality,thenpromotedthemutualunderstandingbetweendifferentculturalgroupswithtargets,planstoimplementaco-equal.1.2.Thetheoreticalbasisofthemulticulturaleducation多元文化教育是当代国际流行趋势之一。它揭示了人们对文化多样性与文化多元选择的认知，它是在世界一体化格局中，人们对于保持各自文化的特性，所做出的积极努力的一种结果。维持多样性，尊重差异，各民族有权利积极参与社会各方面的活动，而不必放弃自己独特的认同，是多元文化论倡导的主旨，也是多元文化教育得以产生、发展的理论基点。Multiculturaleducationisoneofthecontemporaryinternationaltrends.Itrevealspeople’sawarenessonculturaldiversityanddiverseselectionsofculture.What’smore,itisaresultthathumanmade​​positiveefforttomaintaintheirownculturalcharacteristicsInthepatternofworldintegration.Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,abovefouraspectsaremulticulturalismadvocatedkeynote多元文化教育思想的理论基础主要由美国的社会民族理论中的文化多元主义理论;文化人类学中的文化传承理论与文化相对主义理论；心理学中的社会学习理论;教育学中的教育机会均等理论所组成。Multiculturaleducationisoneofthecontemporaryinternationaltrends.Itrevealsadiverseselectionofculturaldiversityandawareness,itisaresultinthepatternofworldintegration,Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,tomaintaintheirownculturalcharacteristics,made​​positiveefforts.Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,multiculturalismadvocatedkeynote,multiculturaleducationistoproduce,thedevelopmentofthetheoreticalbasispoints.TheoreticalBasisofmulticulturaleducationbythetheoryofmulticulturalisminthenation'ssocialtheoryoftheUnitedStates;culturalanthropologytheoryofculturalheritageandculturalrelativitytheory;sociallearningtheoryinpsychology;pedagogyeducationequalityofopportunitytheory.（1）文化多元主义理论是多元文化教育直接的主要理论基础。文化多元主义认为，在一个多民族国家，每个民族群体都可以保留本民族的语言和传统文化，与此同时，他们也应融入到国家的共享语言文化中去。(1)Thetheoryofmulticulturalismmulticulturaleducationdirectlytothemaintheoreticalbasis.Themulticulturalismthateachethnicgroupinamulti-ethniccountry,canretainthelanguageandtraditionalcultureofthenation,Atthesametime,theyshouldbeintegratedintothesharedlanguageandcultureofthecountry.（2）文化相对主义认为，每个社会都有它自己的特色，人的思想感情等都是由它的生活方式所塑造的。文化相对主义的核心是尊重不同文化的相互差异，谋求各种文化并存。(2)theculturalrelativismthateverysocietyhasitsowncharacteristics,andthethoughtsandfeelingsofthepeopleareshapedbyitslifestyle.Theculturalrelativismcoremutualrespectfordifferentculturesdifferencestoseekcoexistenceofvariouscultures.（3）人类学的文化传承认为，社会的代际文化传承不仅在学校中进行，而且更多的是在家庭和社区活动中实现的。Anthropologicalandculturalheritage,theintergenerationalculturalheritageofthesocietynotonlyinschoolCarriedout,andmoreisinfamilyandcommunityactivities.（4）心理学的社会学习理论认为，年轻一代的社会化是一种行为模仿的结果。而不同社会族群、学校、社区与家庭特有的文化模式将会培养出具有不同信仰、价值观与行为模式的人。Thepsychologyofsociallearningtheory,thesocializationoftheyoungergenerationistheresultofanactofimitation.Specificculturalpatternsofdifferentsocialgroups,schools,communitiesandfamilieswilltrainpeoplewithdifferentbeliefs,values​​andbehaviorpatterns.（5）教育学的教育机会均等的理论也是多元文化教育的基础理论之一，所谓的教育机会均等是指将所有的事物提供给所有的人，而不能依据学生的种族、文化、宗教信仰、性别等差异为理由减少或拒绝他们受教育的机会。Pedagogyofthetheoryofequalopportunitiesineducationisoneofthebasictheoryofmulticulturaleducation,theso-calledequalityofeducationalopportunityisthebeallthingstoallpeople,andnotbasedontheirrace,culture,religion,genderdifferencesthegroundstoreduceordenythemeducationalopportunities.1.3.Basisideaofmulticulturaleducation1.3.1.Bilingualeducation——theprerequisiteOnthesurface,Bilingualeducationseemstoonlysolvetheproblemoftherelationshipoflanguageandeducation,butinfact,itisanextremelycomplexprocess.Ifstartingfromthepointsofviewofthedifferentdisciplinesofnationalcultural,psychological,socialandlanguage,wecanfindbilingualeducationisatoolofnationalculturalheritage,thecharacterizationofthenationalpsychology,signsofnationalidentity,etc.Therefore,Bilingualeducationisabasicpremiseoftheideaofmulticulturaleducation.Inamulticulturalsociety,thereisalwaysadifferencebetweenmainstreamcultureandsub-culture,astrongcultureandweakculture,generally,thosefourculturesareone-to-onecorrespondence.Themainethnicoccupyastrongpositionbyitsmainstreamcultureintheculturalexchanges.Fromthetermsofthesocialfunctionoflanguageexchanges,”Useofstronglanguagegroupsusuallydonotlearnormasterthelanguageofdisadvantagedculturalgroups,unlessthereisaspecialpurpose.Contrary,thevulnerableculturalgroupsmustgraspthestronglanguage.”Itisthedefactoinequalityinthislanguagefunction,peoplegenerallyagreewiththemainstreamsocietyperspectiveviewforalongtime,thentherearetwonormaltendencyinbilingualeducation:First,usingthestronglanguagetoinsteadthelanguageofethnicminorities,andneglectthemostimportantlanguagefactorsofnationalidentity,assimilationisteducationlanguageissueisso;Second,usingminoritiesdisadvantagedlanguagetoresistthemainstreamculture’sstronglanguage,thenformnarrownationalismeducation.Isolationeachother'slanguageeducationisunfeasible,thebilingualeducationshouldprovidelearnerswithappropriateculturalperceptionsasfaraspossible,thencloselycombinedthelanguagesymbolstotheirculturalcontent.Itcanpromotethemutualrecognitionoftheculturefromapositiveperspective,bothmakeminorityfeeltheprideofthenationalculture,butalsohavemulticulturalidentity.So,fromculturalsimilaritiesanddifferencestocarryoutlanguageeducationhasbecomeanimportantelementoftoday'sglobalmulticulturaleducation.1.3.2.Schoolcurriculum——thekeyInmulticulturalsociety,duetothelackofculturalandsocialidentityleadingbydifferentethnicgroupscoexist,thenationaleducationprogramcoursestakethecoordinateddevelopmentissuesofmulticulturalintoconsider.Itisthecross-culturaleducationcurriculum.Ithastwoorientations:First,theschoolcurriculumshouldfullyreflectandmaintaintheuniquecultureofethnicminorities,sothattheyhavetheirownsetofculturalheritage;Second,stressedthecommoncharacteristicsofthetwoculturesintheschoolcurriculumandcanbetolerantofeachother’sdifferences.Sincethesecondhalfofthe19thcentury,thedevelopmentoftheschoolcurriculumshowedthatthesubjectsofschoolcurriculumisdeterminedbythestructureitself,inturn,belongstothescientificdisciplines.Sciencedisciplinesweretreatedasthebasisonconceptstructureandworldknowledge,rationthanregardedtheactualexperienceandproblemsofthestudentsastheirbasis.Therefore,multiculturalcurriculumcommentatorshavesuggestedthattheschoolcurriculumshouldnotbemodeled,butshouldbecomemorediverse,culturaldiversityisthemostbasicbasis.Intheconditionsofmulticulturaleducation,thegoalofcurriculumreforminvestigationshouldcombinethepracticeexperiencefacedcourseswithmodernsubjectcourse.Onlythiscourseisintroducedintotheschool,multiculturaleducationcanrealize.Therefore,theprincipleofguidingmulticulturalcurriculumarises:amulti-ethnicconceptshouldpermeatetheschoolenvironment;curriculumshouldhelpstudentstounderstandthelearningstylesofminoritystudents;studentscoursesshouldbeconducivetotheformationofdiversifiedvalues,attitudesandbehavior;coursesshouldcultivatetheskillsofstudentsincross-culturalexchanges;curriculumshouldhelpstudentstoexplainthepointofviewoftheassessmentofdifferentethnicgroupsinthehistoryofconflict;coursesshouldbethelanguageoftheethnicminoritiesasimportantcontentandencouragestudentstousetheirmothertongue;theculturalbackgroundofminoritystudentsshouldbetakenintoaccountwhenevaluateofthestudent'sprogram..Courseisthemosteffectivewayofmulticulturaleducation.Thiscrucialareahasnotbeendevelopedinalong-termperiodoftime.Particularity,theminoritynationalityeducationcoursesdonotpayenoughattention,mainlyshowsthatteachingcontentandculturalbackground,languageenvironmentareoutoftouch,simplepracticeisonlythecompilationoftheteachingmaterial.Inordertodevelopwidefieldofmulticulturalcurriculum,nationalcharacterandmoderngrowingcausemoreconcern,andbecometheinevitablechoiceforthedevelopmentofmulticulturaleducation.1.3.3.Teachingmethod——thefundamentalTeachingmethodsiscloselytiedtothemulticulturalcurriculumimplementation.Cross-culturalresearchresultsshowthatthedifferentculturalbackgroundsstudentshavesignificantdifferenceincognitiveability,understandingcapacity,logicaljudgmentandlogicalthinkingability.Thus,itdeterminedtheparticularityofminoritystudentsinteachingmethodsandstrategies.Inaddition,certaincoursesandcontentrequirementshavematchingteachingmethods.Whentheissue“howtoimplementmulticulturalcurriculumduringtheprocessofeducation”wasraised,theanswerisrelativelysimple,becausethetargetisgeneral;theeducationandtrainingenvironmentforchildrenshouldbefarthestconducivetotheirpersonalandsocialdevelopment.Inordertoachievethisgoal,GermanymulticulturalcurriculumspecialistsLvErthink,multiculturalcurriculumshouldfocusonchildrenexperienceasthecenter,highlightedthevisualimage,thespecificcombinationofchildren'scognitivestructureandlifeexperience;thenbrokenthetraditional,singleteachingmethod,andadoptmoderncurriculumandmodernmethodtorealizedunifies.Asinglemethodandmultiplecourseitselfiscontradictory,multiplecourseshouldimplementwithdiversemethods.Thedifferencesofmethodsisdeterminedbylanguagedifferences,psychologicalstructuredifferencesandculturaldifferences,howtochooseteachingmethodstoadapttocoursestructureandchildmentalstructurewasrelatedtotheeffectivenessofimplementation.2.CharacteristicsoftheCanadianMulticulturalism2.1.ThehistoricaloriginsoftheCanadianMulticulturalismTheCanadianMulticulturalismdatesbacktothe16thcenturywhenEuropeansimmigranttotheNewWorldandtheintroductionofreligion.DuringthedevelopmentofCanadiannationalculture,especiallysince1534FrenchpeopleestablishthefirstresidentialpointinNorthAmericaandlaterBritain,FranceandChinatoestablishacolonythatmanyimmigrantsfromworldfloodintoit,manyculturescoexistconfoundingsituationanditsnationallanguagestatusdisputesclearlydemonstrated.Last100year,CanadianethnicresidentsincreasedproportionistherealbasisforCanadianmulti-culturetoform.Bythelate1980s,morethantwo-thirdsofCanada'simmigrantscamefromAsia,Africa,LatinAmericaandtheCaribbeancoast.Theycamefromdifferentregions,differentlanguages​​,differentcustoms,differentreligion,differenthistoricalandculturalbackgrounds,differentcountryofeconomicenvironmentandlifeway,aboveallconsistedCanadamulti-culture.Atpresent,Canadaterritory,whichisoneofthelargestcountrieshaveracialandethniccompositionintheworld,distributedwithmorethan100racesandethnicgroupsethnic.Amongnearly3,000populationofpeopleinCanada,about97%peopleisimmigrantsandtheirdescendants,withtheoriginandFrenchresidentsasthemainbody,respectively40%and27%ofthetotalpopulation,followedbyItaly,Germany,Ukraine,theNetherlandsandotherEuropeansseedandAsianimmigrants,indigenousethnicpopulationaccountedforonly3%.Therefore,otherethnicgroupsandindigenouspeopleexpectBritainandFrenchcanbedescribedasminoritiesinCanada.UnlikeAmericansocietyassimilateimmigrantsinameltingpot,CanadianimmigrantsadapttolifeinCanada,meanwhilestillfirmretainsmanytraditionsofthenation.ThismakesCanadainthenational,religious,culturaltraditionshowingamorecolorfulandvividlandscape,socalled"ethnicmosaic","culturalPlatteronethnic,religious,andculturaltraditions.Therefore,thesewillbetreatedasbasicsocialhistoricalconditionstoorganicallyconstitutetheCanadianMulticulturalism.2.2.CanadianmulticulturallearningMulticulturalsocietyshouldgiveperformanceopportunityforthedifferentgroup,andtoletpeopleenjoyeachothersdifferentculturalcharacteristics.InCanada,multipleculturestudycontainstwocontents:oneistostudythenationalculturaltradition;secondistounderstandthecultureofothernations.Inthelate80s,theCanadiangovernmenthasputbiggerfundstoencourageallethnicgroupstoprotectanddeveloptheirownculture,thegovernmentgivethecultureandeducationcausepowertotheprovincialgovernment.Througheachprovinceisinchargeoftheirownculture,themulticulturalismbeplannedastheguidancetoexecutiveeducation,besides,localgovernmenthasevenpassedlegislationtomakepublicprimaryandsecondaryschoolseducateandlearninvariousmulti-cultureforms.Afterthelater90s,withtheincreasenumberdifferentcountriesnationalpopulation,inCanada,morethan7%oftheschool-agechildrenfromthemothertongueisnotEnglishorFrenchfamily.Whenthesechildrenbegantonoticethatthemselvesisdifferentfromsomepeoplearoundinlanguage,costume,diet,andbehaviorstyle,theirfamilyandtheschoolmustberesponsibleforchildrenmulticulturallearning,andregarditastheirduties.a.Thereasonofmulti-culturelearningMulticulturallearninginCanadahasformedapermanentmode,itisnotonlyensurethatminoritychildrenrealizesocializationalongthisnationtraditionsandvalues.Andprovidingopportunitiesfordifferentgroups,theycanmutuallyappreciateofthecharacteristicsofdifferentculture,andcanseekeducationalvaluecontentintheprocessofrespectingfortraditionalculture,therebyinhibitingthebreedingofracistideas.TherearetworeasonstoexplainwhymulticulturallearningwelcomedinCanada.Thefirstoneisthatmulticulturallearningcontributestoallethnicgroupsliveinharmony,keepnationalunity,thencanavoidthehappeningoftheethnicconflicts.Theotheroneisthatmulti-cultureisanadvantageforCanadatocarryoutinternationaltradeandcompetition,increasinginternationalcloseeconomicplanandcooperationcannotdowithoutlanguage,Generally,mothertonguecanalsobetheexchangelanguage.Intheinformationsocietywhofirstmastertheinformationandtechnologywillhavethecompetitioninitiative.b.MulticulturallearninginfamilyTheprocessofmulticulturalfamilylearningisoftenthroughoutthegeneraldailylife.Duetothechildren'sunderstandingofthemainpartofthecultureisformedintheearly,whenparentstalktochildren,tellstoriesandplaygames,inadditiontothechurchoftheirownculture,evaluationofotherculturesalsodirectlyaffectchildren.Througheducatingchildthemulticulturaleducationearly,childenablestounderstandthemwithcuriosityandacceptanceinsteadofthedoubtsandfearsoftheirowncultureandothercultures.Moreover,itisabletohelpthemunderstandwhytheyandotherpeoplehaveadifferentpointofview,diverseclothing,andthenteachthemtorespectandappreciatemulti-culture.c.MulticulturallearninginschoolInschool,theapproachformulticulturallearningisthatmulticulturalactivitiesandprogramsincludedintotheschoolcurriculum;ontheonehand,theprocessofmulticulturallearninginschoolreflectedintheteachingandlearningactivitiesintheclassroombyorganizinganumberofclassroomactivitiesandthesameoradifferentcultureofthenation.Intheclassroom,students,whocamefromdifferentculturalbackgrounds,canbeorganizedintheformofteachingtolearnthelanguageandcultureoftheirownnation,amongit,themosttypicalmodeisthemothertongueteachingandlearninginthemothertongue.Ontheotherhand,theprocessofmulticulturallearninginschoolreflectedtheenvironmentoutsidetheclassroom,suchasavarietyofextra-curricularactivitiesthatcanreflectthenationalcharacteristicstolearnmulti-culture.TheschoolisapartofCanadianmulticulturalsociety,througheducationpassingmulticulturalismfromgenerationtogeneration.ThisissaythattheschoolsmulticulturaleducationcannotonlyhelpthestudentsofdifferentnationalitiestounderstandthatCanadaisamulticulturalsociety,butalsocaneducatestudentstobuildCanadiansociety,andcreateabetterfuture.Inthissense,multiculturaleducationnotonlycanreducethebarriersofallethnicgroupswithinCanada,butalsowillstrengthentheunitybetweenthem,andfinally,allpeopleworktogethertobuildtheirowncountry.2.3.MulticulturalpoliciesandeducationofCanadianIntheevolutionhistoryofCanada,Canadahadtried"assimilation"and"integration"modetoreformsociety,butallfailedandfrustrateduntilfinallyapolicyofmulticulturalismwasintroducedinthesixtiesandseventiesofthe20thcentury.So,thegovernmenthasformulatedanumberofplanstocarryoutthepolicy.Since1971,mostprovincesinCanadahavedevelopedaseriesofpoliciesandprogramsformulti-culture.In1972,thefederalgovernmentalsoappointedthecompetentmulticulturalMinistertomanagethenationwidemulticulturaleducationetc.Besides,in1982,multiculturalismwasenrolledintheCanadianconstitutionandtheCanadiancharterforrightsandfreedom.What’smore,inJuly1988,theGovernmentofCanadaenactedtheCanadianMulticulturalismActspecifically,andthenmulticulturalcountry'svariousvaluesweretreatedasholy.Multi-culturebecomealawthatlegallydefinedasirreversiblefeatureofthesocialandculturaldevelopmentofCanada.Inordertoensuretheimplementationofthepolicyofmulticulturalism,theCanadiangovernmentproposedmulticulturaleducationthatadvocatesnationwidepeoplerespectfordifferentcultures,throughmulticulturaleducationforallCanadians,includingdifferentethnicgroups,differentlanguages​​andbeliefs,peopleofdifferentreligions,thepurposecanrealize,whichcanpromotemutualrespectbetw