First, the teaching materials of national unity and progress need to be enriched. Judging from the textbooks used in the education of national unity and progress in primary and secondary schools, there are more diversity and difference in dealing with the relationship between diversity and unity, but less unity and commonality, such as the lack of overall grasp of the concept of nationality.

Second, the implementation of national unity and progress education curriculum needs to be improved. According to the requirements of national curriculum standards, some areas have developed local and school-based courses for national unity and progress education in primary and secondary schools.

However, there are still some problems, such as the disunity of curriculum concepts and standards, the theoretical research lagging behind the actual development, the single teaching activities carried out by the education of national unity and progress, the lack of close integration with the study and life of young students, and the inability to meet the needs of students.

Third, the teaching staff of national unity and progress education needs to be strengthened. The education of national unity and progress should pursue "unity" in a higher sense on the basis of respecting particularity and difference.

From the school level, some schools "slogan" the education of national unity and progress, lack the overall planning of education and teaching, fail to fully understand the deep meaning of the education of national unity and progress, and only stay on the surface of learning national knowledge and experiencing different national cultures.

From the perspective of teachers, the number of teachers is seriously insufficient, most of them are part-time teachers, the knowledge structure of teachers is relatively simple, and there is a lack of research on teaching materials and teaching methods.

Fourth, the evaluation mechanism of national unity and progress education needs to be improved. At present, the assessment of national unity and progress education tends to be quantitative assessment, which unilaterally emphasizes the operability of the assessment of national unity and progress education, uses simple quantitative standards to assess ideological problems, and ignores the assessment of students' ideological and moral quality in their daily study and life.

In view of the above problems, combined with the reality of ethnic education in some areas, the author focuses on the main construction of ethnic unity and progress education, closely follows the two core elements of curriculum teaching and teaching materials, and explores related work from the aspects of system and mechanism, curriculum teaching and teaching materials.

Establish a scientific view of the country. The essential purpose of educating primary and middle school students about national unity and progress is to help them establish a correct and scientific world outlook, values and national outlook, which requires schools to make students of all ethnic groups clearly realize that each ethnic group has its own cultural traditions and cultural details when organizing education and teaching activities.

Make students feel the profound cultural heritage of the Chinese nation with a long history, and then guide them to establish a correct view of the country and the nation, firmly establish the idea that the Chinese nation is a multi-ethnic family, continuously enhance the cohesion and centripetal force of the Chinese nation, and cultivate their attitudes and emotions of understanding, tolerance, respect and acceptance.