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Multi-culture and School Humanistic Quality Education Practice

Yunxiang Fang


With the accelerated development of globalization and the increasingly frequent international exchanges, various cultures blend into each other and form a multi-cultural phenomenon in which different cultural backgrounds, values and social habits are interwoven. In this context, school education has brought new opportunities and challenges for development, and how schools deal with the deviation of values and core literacy under the multicultural environment has become the main direction of school education reform. Humanistic literacy is embodied by students’ understanding and appreciation of human culture, respect and pursuit of human wisdom, and recognition and practice of human values. Humanistic quality education under multi-culture can cultivate students’ cultural sensitivity and cross-cultural understanding ability, make them more open and inclusive, and better understand China’s traditional culture and socialist core values. Enhance students’ cultural confidence. The purpose of this study is to explore the relationship and interaction between multicultural education and the practice of humanistic quality education in schools, and to explore how to promote the development of students’ humanistic quality through multicultural education.


Multi-culture; School; Humanistic quality education; Practice

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[1] Dong Fangyuan.(2019). On the construction of socialist core values of college students under multi-culture. Invention and Innovation (Vocational Education)(07),54+26.

[2] Qian M Y. (2018). Cultivation of Middle school students’ humanistic quality in English teaching in Higher vocational Colleges under multi-cultural background. Reading and Writing (Journal of Education and Teaching)(10),22.

DOI: http://dx.doi.org/10.18686/ahe.v7i28.10620