2017 3rd International Conference on Education and Social Development (ICESD 2017) ISBN: 978-1-60595-444-8 Practice and Inheritance of Gelao Nationality Culture Curriculum -- Taking Wuchuan Center Kindergarten in Guizhou Province as an Example Jun-Jun XIE 1,a , Yong-Tao GAN 2,b,* 1 College of Higher Vocational Education, Hainan Medical University, Haikou, Hainan, China 2 School of Education, South-central University for Nationalities, Wuhan, Hubei, China a 64325345@qq.com, b catganwithall@163.com *Corresponding author Keywords: Ethnic Cultural Curriculum, Gelao Ethnic Group, Kindergarten. Abstract. The ethnic culture curriculum is an important part of the multicultural curriculum. This paper takes the practice of ethnic culture curriculum of Wuchuan Central Kindergarten (WCK) in Guizhou province as in China an example, combined with the characteristics and problems of ethnic culture curriculum, and puts forward relevant suggestions about the construction of Chinese ethnic culture curriculum. Introduction In the 1990s, multicultural courses (MCC) began to be introduced into our country and began to develop (Brodsgaard, 2014; Grant & Gillespie, 1993). In recent years, most of the academic research on multicultural courses has been introduced, Rarely on the practice of multicultural courses to explore. Until June 2001, the Chinese government began to introduce the relevant policy support in some schools began pilot multi-cultural courses, and to ethnic culture courses as the representative. This paper chooses the ethnic curriculum of Wuchuan Central kindergarten (WCK) in Guizhou province in China as the object of investigation. Wuchuan County is located in the northeastern part of Guizhou Province in China, is an ethnic minority areas, of which the Gelao and Miao accounted for 85% of the total population. Gelao is an ancient Chinese nation, according to records of 2100 years of history. They have their own unique national culture, including worship, moral character, living customs, literature, dance, music, clothing and other aspects, with highly diversified characteristics. As part of the culture of the Chinese nation, the protection and transmission of the national culture of the Gelao people is very necessary. This paper analyzes the characteristics and problems of the Gelao people's cultural curriculum in Wuchuan kindergarten and the characteristics and problems of the pre-school Gelao ethnic culture curriculum, and points out that the traditional educational concept and the inheritance of cultural heritage have changed greatly in the early childhood education stage, And put forward some suggestions on the problems existing in the construction of national culture curriculum. Methods Data were collected in WCK in the summer of 2015. A pilot study was conducted in the winter of 2014 to test and validate field data collection and analysis methodologies. Interviews were conducted with key-informants including administrators in Wuchuan Centre Kindergarten and six government officials Bureau of Education Wuchuan Autonomous County .The interviews utilized a set of semi-structured questions to ascertain informants’ perspectives on the Gelao Ethnic Cultural Curriculum, and to explore their roles, objectives and involvement in the kindergarten, and to understand how Gelao ethnic culture is used to kindergarten curriculum. Questions concerning how they are involved in and affect Gelao ethnic cultural curriculum development, how they perceive curriculum representations of Gelao ethnic culture were at the core of interviews. The interviews 597