Here we need to think about whether modernization must be at the expense of our national culture, how to maintain the embodiment of our national culture in the field of education in the trend of modernization, and how to deal with the relationship between our national language, foreign language and Chinese in the past. There is no doubt that this issue is one of the focuses of debate that we cannot avoid. For many nation-states that are being established in underdeveloped societies, in the trend of modernization, the dependence on writing and symbol culture is becoming more and more serious. In information exchange, you need to know others, and others need to know. Therefore, we should not abandon our national language or even weaken education. In this regard, you have an important responsibility to update and change your lifestyle. Even if it is passive, it must rely on the original traditional cultural capital in the later stage. This is because ethnic minorities must turn to their own traditional culture while adapting to learning, mastering and utilizing modern material and cultural capital. Only by readjusting the boundary between traditional culture and personality psychology in the process of modernization can we achieve a certain ecological balance among international culture, domestic mainstream culture and national traditional culture.

In the process of modernization, how to deal with the problems of modernity and cultural diversity is an important issue faced by ethnic minorities. We believe that people should first acknowledge the cultural diversity and differences created by various ethnic groups for thousands of years, and the fact that the cultures of all ethnic groups are relative and reasonable, whether in a national or global scope. However, we should also see that in all kinds of human cultures, there is also the identity and unity of human culture. This * * * culture, after concise and accumulation, has gradually formed the core of mainstream culture. Mainstream culture is not only manifested in cultural modernization, but also in economic modernization. When modernization comes into contact with a nation's traditional culture, if the nation lacks modern concepts and cannot actively and successfully adjust its social and cultural system to adapt to modernization, then the nation is in the process of modernization.

So how can people establish modern concepts and become modern people? Kinkel believes that the realization of modernization can't be separated from modern individuals, and modernization theory also thinks that if people can't participate in various modern institutions, especially educational institutions and industrial institutions, it is impossible to have the consciousness of modern people and become modern people. Therefore, if they want to be modern people, they must receive modern school education. With the minimum knowledge and lifestyle of modern people, if a person can receive a higher education or reach a higher level of education, then his level of modernization is very high.

Here, we will inevitably ask a question: in the irreversible process of modernization, on the one hand, education makes people become modern people, on the other hand, how to preserve our national culture and characteristics through such education? We have no strong evidence to prove that preserving our national culture is beneficial to the future development of human society, but at least we can think that it is necessary to preserve the diversity of cultural inspiration and integration on the basis that cultural development always draws lessons from each other. Based on these thoughts, China emphasized the importance of bilingual education when implementing multicultural education, but the real implementation of bilingual education has infinite external factors. There are also limitations of various ethnic groups. There are 55 ethnic groups and 55 ethnic minorities in China, and the population of the autonomous region accounts for 64% of the whole country, with a population of more than 654.38 billion. The use of more than 80 languages and 39 languages is extremely complicated, which leads to exchanges and understanding among many ethnic groups. It is an integral part of the China administration's policy to choose people from China and China. Judging from the existing two-wing education types, there are two kinds of education classification. For ethnic groups with relatively complete spoken and written languages in the north, such as Korea, Mongolia, Tibet, Uygur, etc., formal school education in these ethnic areas is a long-term dual-track bilingual education, while the teaching language of southern ethnic groups mostly adopts national crutches and gradually transitions to Chinese. It is a transitional bilingual education, and there are other types of research in this area, which can be seen from Professor Cheng of Minzu University of China, doctoral thesis on cultural change and bilingual education. I once wrote a book review for this book, which was published on September 27th, 20001year. The headline of China Education News is. Looking for the significance of education in multi-culture is positive for Professor Tang Xing's educational methods and research spirit, but he has always been skeptical about the actual effect of bilingual education, and dare not comment on it. In the preface, Professor Xing Teng mentioned that bilingual society is one of the goals that human beings have been pursuing since the 20th century, and bilingual education is the means for human beings to achieve this goal, which is due to the interdependence of all ethnic groups in the second half of the 20th century. Language communication has become an indispensable means of this dependence, so the actual ethnic groups, especially those who only use non-common languages, have the need to let their descendants learn one or more languages, and this learning process has become an integral part of the bilingual education system. Bilingual education is reasonable from the original intention and meets the needs of preserving one's own national culture. The need to preserve one's own culture is also conducive to the spread and exchange of culture, but the actual effect is that students can neither master their own language nor learn Chinese well. Especially when learning the same content again, it is often unsuccessful to think about the content of other cultures with their own language thinking habits. The meaning expressed in their own language is far from the meaning of Chinese, which will inevitably lead to academic differences, unfair education and social division. The theoretical basis of bilingual education is multiculturalism and cultural relativism. Assuming that all cultural parts are advanced and backward, their existence is reasonable. In fact, cultural differences and diversity are the reality of human life. Anthropologists have revealed that there are three forms of human life: ignorance, barbarism and civilization. Cultural relativists ignore human society, and historical and cultural development does have a stage from low to high. Then, as a group that uses simple and plain language to communicate, is it necessary to learn and transmit their language in formal school education? From the research and demonstration of bilingual education, there is also a lack of scientific basis, such as whether the transformation of two ways of thinking is better than one way of thinking, whether the two ways of thinking are will or interference, and whether they are coordinated or promoted. Educational psychologists have not really faced up to these relations, nor have they put forward the scientific basis for bilingual education. They just set up bilingual education from the political and emotional needs, so I don't think this is in the real sense. Multicultural education is actually unfair.