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Abstract：The multi-dimensional integrated teaching method is reflected in the teaching of Aboriginal courses by Prof. Georges E. Sioui at the University of Ottawa. The course is an “Introduction to Canadian Aboriginal Societies and Cultures”. The practical application of this method is a process which organically combines all kinds of resources during the teaching of the course， and forms a powerful force of the course which effectively promotes the successful completion of the course， and the achievement of the teaching objectives of the curriculum. At the same time， the method provides an important inspiration and reference for related teaching of national courses and reforms in the universities for nationalities of China.
Ⅰ.Looking from the perspective of the objectives of teaching the course， its composition is characterized by diversified background. All the students， no matter what their background， learn with strong initiation and consciousness as well as with a high level of class participation and enthusiasm.
Ⅱ. From the aspect of the aims for teaching the course， it gradually enhances students’ understanding of the Canadian aboriginal languages， cultures， medicine， native cultural activities， cultural centers and economies. It further helps them to view the status of Canadian history， politics， culture and society within a Canadian multicultural policy background in an objective and impartial way， and promotes cultural understanding among different social groups. At the same time， it also helps the students to have better choices for future occupations， and serve the public better， especially aboriginal people. Of course， it plays an important communications role for transferring Aboriginal information effectively.
Ⅲ. The effect of the practical application of the multi-dimensional integrated teaching method is obvious.
1. The participation of multi resources
（1）participation of the Student Learning Service Center of University of Ottawa. It helps students develop reasonable and effective study plans， and guides them to better complete their course of study. Meanwhile， it provides students with the opportunity for a practicum and related employment information during the course.
（2）participation of the school library. The library provides some auxiliary services for the teachers and students， such as Aboriginal research books， downloads of electronic resources and related important research consulting services. It plays a powerful complementary and support function in Aboriginal course teaching. （3）participation of the student associations. It provides an exchange and learning platform as well as some related important course services for all students.
（4） participation of Aboriginal people. In order to let the students have the opportunity to listen to the Aboriginal people from different backgrounds and closely communicate with Aboriginal people， the teacher invites Aboriginal people to participate in the classes.
（5）participation of the community. The community provides indispensable opportunities for students， such as volunteer internships， jobs and training. It helps students to apply， in a timely manner， the knowledge learnt in class into the social practice； to serve the community and indigenous groups； and to enhance their ability of conscious learning and judgment about the future choices.
2.The interaction of classroom teaching
Firstly， the interaction between the teachers and students during the course teaching is beneficial to promote both teaching and learning， and helps to cultivate the students’ ability in many aspects. Secondly， the feedback of curriculum through examination helps students to review and grasp the knowledge， and solve practical problems.
3.The multiple forms of communication after class.
The teacher makes good use of multiple forms of communication after class to complete the course teaching aims. That is， through the teachers’ office hours， utilization of networks， and the roles of the teaching assistants. These forms of communication really help students to realize the potential of life and cultivate their own ability to think independently with imagination and flexibility in facing future challenges. It also helps them to a certain extent， to eliminate any strangeness and existing misunderstandings about Aboriginal societies. Finally， it also helps to establish an intangible communication network and link between teachers and students.
The impact of teaching the Canadian Aboriginal course by the practical application of the multi-dimensional integrated teaching method is rather obvious. It also has implications and experience for teaching national courses in various universities for nationalities of China. Not only do we need to strengthen further the comprehensive utilization of national educational resources in colleges and universities， but we also need to continue to create innovative education modes and improve the effectiveness of national course teaching in colleges and universities for the nationalities of China. Key Words： the multi-dimensional Integrated teaching method； Canada； teaching aboriginal courses
References：
Glen A.Jones.jianada gaodeng jiaoyu—butong tixi yu butong shijiao（High Education in Canada—Different System and Different Perspectives[Extended Edition]）[M].fujian jiaoyu chubanshe，2007.
Junor，S.，Usher，A. The Price of Knowledge：Access and Student Finance in Canada. Montreal， The Canada Millennium Scholarship Foundation，2002.
Lan Renzhe.jianada wenhua lun（On Canadian Culture）[M].Chongqing：Chongqing chubanshe，2008.
Li Guishan.jianada shehui yu wenhua sanlun（On the Society and Culture of Canada）[M].Beijing：beijing hangkong hantian daxue chubanshe，2008.
——.zhongwai hezuo banxue beijingxia shuangyu jiaoxue moshi de jiangou（Construction of Bilingual Education Mode under the Background of Sino-Foreign Cooperative Education）[J].Journal of High Education Studies，2009（1）.
Wang Zhongda.jianada jiaoyu dongtai yu yanjiu（Education of Canada）[M].Beijing：jiaoyu kexue chubanshe，1999.
Ⅰ.Looking from the perspective of the objectives of teaching the course， its composition is characterized by diversified background. All the students， no matter what their background， learn with strong initiation and consciousness as well as with a high level of class participation and enthusiasm.
Ⅱ. From the aspect of the aims for teaching the course， it gradually enhances students’ understanding of the Canadian aboriginal languages， cultures， medicine， native cultural activities， cultural centers and economies. It further helps them to view the status of Canadian history， politics， culture and society within a Canadian multicultural policy background in an objective and impartial way， and promotes cultural understanding among different social groups. At the same time， it also helps the students to have better choices for future occupations， and serve the public better， especially aboriginal people. Of course， it plays an important communications role for transferring Aboriginal information effectively.
Ⅲ. The effect of the practical application of the multi-dimensional integrated teaching method is obvious.
1. The participation of multi resources
（1）participation of the Student Learning Service Center of University of Ottawa. It helps students develop reasonable and effective study plans， and guides them to better complete their course of study. Meanwhile， it provides students with the opportunity for a practicum and related employment information during the course.
（2）participation of the school library. The library provides some auxiliary services for the teachers and students， such as Aboriginal research books， downloads of electronic resources and related important research consulting services. It plays a powerful complementary and support function in Aboriginal course teaching. （3）participation of the student associations. It provides an exchange and learning platform as well as some related important course services for all students.
（4） participation of Aboriginal people. In order to let the students have the opportunity to listen to the Aboriginal people from different backgrounds and closely communicate with Aboriginal people， the teacher invites Aboriginal people to participate in the classes.
（5）participation of the community. The community provides indispensable opportunities for students， such as volunteer internships， jobs and training. It helps students to apply， in a timely manner， the knowledge learnt in class into the social practice； to serve the community and indigenous groups； and to enhance their ability of conscious learning and judgment about the future choices.
2.The interaction of classroom teaching
Firstly， the interaction between the teachers and students during the course teaching is beneficial to promote both teaching and learning， and helps to cultivate the students’ ability in many aspects. Secondly， the feedback of curriculum through examination helps students to review and grasp the knowledge， and solve practical problems.
3.The multiple forms of communication after class.
The teacher makes good use of multiple forms of communication after class to complete the course teaching aims. That is， through the teachers’ office hours， utilization of networks， and the roles of the teaching assistants. These forms of communication really help students to realize the potential of life and cultivate their own ability to think independently with imagination and flexibility in facing future challenges. It also helps them to a certain extent， to eliminate any strangeness and existing misunderstandings about Aboriginal societies. Finally， it also helps to establish an intangible communication network and link between teachers and students.
The impact of teaching the Canadian Aboriginal course by the practical application of the multi-dimensional integrated teaching method is rather obvious. It also has implications and experience for teaching national courses in various universities for nationalities of China. Not only do we need to strengthen further the comprehensive utilization of national educational resources in colleges and universities， but we also need to continue to create innovative education modes and improve the effectiveness of national course teaching in colleges and universities for the nationalities of China. Key Words： the multi-dimensional Integrated teaching method； Canada； teaching aboriginal courses
References：
Glen A.Jones.jianada gaodeng jiaoyu—butong tixi yu butong shijiao（High Education in Canada—Different System and Different Perspectives[Extended Edition]）[M].fujian jiaoyu chubanshe，2007.
Junor，S.，Usher，A. The Price of Knowledge：Access and Student Finance in Canada. Montreal， The Canada Millennium Scholarship Foundation，2002.
Lan Renzhe.jianada wenhua lun（On Canadian Culture）[M].Chongqing：Chongqing chubanshe，2008.
Li Guishan.jianada shehui yu wenhua sanlun（On the Society and Culture of Canada）[M].Beijing：beijing hangkong hantian daxue chubanshe，2008.
——.zhongwai hezuo banxue beijingxia shuangyu jiaoxue moshi de jiangou（Construction of Bilingual Education Mode under the Background of Sino-Foreign Cooperative Education）[J].Journal of High Education Studies，2009（1）.
Wang Zhongda.jianada jiaoyu dongtai yu yanjiu（Education of Canada）[M].Beijing：jiaoyu kexue chubanshe，1999.