China is a country with a multicultural background of 56 ethnic groups, Manchu is the third largest ethnic group which can be traced back earliest to 7000 years ago. However, Manchu culture gradually ignored or even disappeared in recent years, even not more than 100 people who can speak the fluent Manchu language, it's significant to inherit and develop this splendid culture. Especially the school education, it should play its role in the function of Manchu culture preservation, inheritance and innovation. This study selected the Yongling Manchu Primary School as a case which is representative and unique, choose the Manchu art as the main research focus which as an important component of Manchu culture. The main aim is that through the fieldwork on Manchu art education in case school, in order to exploring the current pattern and outlined the characteristics of Manchu art education, summarize the reasons and excavate the deep cultural origins, the challenges and the effectively strategies for Manchu art inheritance and development in primary school. Educational ethnography approach was applied to analyze the qualitative data, the data collection methods include case school selection, observation, interview and material analysis. Develop the theories about cultural anthropology of education that can further interpret the reality and offer new insights into the development of Manchu culture inheritance and development. There are six components were involved in this coding paradigm at different extents. They are contextual factors, Manchu art education in campus culture, school- based curriculum and teaching of Manchu art, extracurricular activities of Manchu art, teacher development and the teacher-pupil relationship, the barriers of Manchu art inheritance and development. In the final part, the pattern of Manchu art education, four challenges and five recommendations which were summary after the coding paradigms. The study structures Chapter 1 explain the multicultural background and the requirements of the new era in China today, the particularity of Manchu culture and the urgency of its inheritance. Under this background, school education is one of the important ways to inherit and develop Manchu culture. Then the author explored the key concepts of this study. Chapter 2 describe the framework of the research, that include the framework of culture, the framework of Manchu culture, the framework of the synergistic Manchu education environment and the framework of Manchu art inheritance and development in Manchu primary school. Besides, the theoretical basis, aim, significance and research questions were introduced in this part as well. Chapter 3 encompasses three areas: (1) The research about multiculture and ethnic culture. (2) The research about ethnic culture inheritance and development under the multicultural background in China. (3) The research about Manchu culture and Manchu art inheritance and development from the perspective of education. Chapter 4 describes the methodology of study which employs the Educational Ethnography. Specifically speaking, the study will use the methods such as Case study, Material analysis, Participate observation and Semi-structured interview. Here the author presents the informants, the design and procedure, the different phases of analytical process of the study. Chapter 5, the results, six coding paradigms have been discussed in this part: contextual factors, Manchu art education in campus culture, school-based curriculum and teaching of Manchu art, extracurricular activities of Manchu art, teacher development and the teacher- pupil relationship, the barriers of Manchu art inheritance and development. Chapter 6, discussed the patterns, challenges and five recommendations of Manchu art inheritance and development Chapter 7, arrives at the conclusion of this study together with the expectation of future research.China is a country with a multicultural background of 56 ethnic groups, Manchu is the third largest ethnic group which can be traced back earliest to 7000 years ago. However, Manchu culture gradually ignored or even disappeared in recent years, even not more than 100 people who can speak the fluent Manchu language, it's significant to inherit and develop this splendid culture. Especially the school education, it should play its role in the function of Manchu culture preservation, inheritance and innovation. This study selected the Yongling Manchu Primary School as a case which is representative and unique, choose the Manchu art as the main research focus which as an important component of Manchu culture. The main aim is that through the fieldwork on Manchu art education in case school, in order to exploring the current pattern and outlined the characteristics of Manchu art education, summarize the reasons and excavate the deep cultural origins, the challenges and the effectively strategies for Manchu art inheritance and development in primary school. Educational ethnography approach was applied to analyze the qualitative data, the data collection methods include case school selection, observation, interview and material analysis. Develop the theories about cultural anthropology of education that can further interpret the reality and offer new insights into the development of Manchu culture inheritance and development. There are six components were involved in this coding paradigm at different extents. They are contextual factors, Manchu art education in campus culture, school- based curriculum and teaching of Manchu art, extracurricular activities of Manchu art, teacher development and the teacher-pupil relationship, the barriers of Manchu art inheritance and development. In the final part, the pattern of Manchu art education, four challenges and five recommendations which were summary after the coding paradigms. The study structures Chapter 1 explain the multicultural background and the requirements of the new era in China today, the particularity of Manchu culture and the urgency of its inheritance. Under this background, school education is one of the important ways to inherit and develop Manchu culture. Then the author explored the key concepts of this study. Chapter 2 describe the framework of the research, that include the framework of culture, the framework of Manchu culture, the framework of the synergistic Manchu education environment and the framework of Manchu art inheritance and development in Manchu primary school. Besides, the theoretical basis, aim, significance and research questions were introduced in this part as well. Chapter 3 encompasses three areas: (1) The research about multiculture and ethnic culture. (2) The research about ethnic culture inheritance and development under the multicultural background in China. (3) The research about Manchu culture and Manchu art inheritance and development from the perspective of education. Chapter 4 describes the methodology of study which employs the Educational Ethnography. Specifically speaking, the study will use the methods such as Case study, Material analysis, Participate observation and Semi-structured interview. Here the author presents the informants, the design and procedure, the different phases of analytical process of the study. Chapter 5, the results, six coding paradigms have been discussed in this part: contextual factors, Manchu art education in campus culture, school-based curriculum and teaching of Manchu art, extracurricular activities of Manchu art, teacher development and the teacher- pupil relationship, the barriers of Manchu art inheritance and development. Chapter 6, discussed the patterns, challenges and five recommendations of Manchu art inheritance and development Chapter 7, arrives at the conclusion of this study together with the expectation of future research.