Research On The National Identification Education Of Middle School Students In Interior Tibet Class

The author took C interior Tibet middle school as the research object, and interviewed80students. In addition, the author got35students’ weekly diaries and233compositions with the title of "my motherland". At the same time, the author participated in the classroom education and extracurricular activities. After analyzing these data, we can get a deep understanding of the way to cultivate student’s national identification and its status in C interior Tibet middle school. Last but not the least, the paper puts forward some educational suggests to improve the national identification of middle school students in interior Tibet class.This paper is composed of five parts.First part is to introduce the origin and the meaning of the study, and to summarize the domestic and foreign research.The second part introduces the purpose of this study, research ideas, research methods and the progresses of the study.The third part is to present the actual status of cultivating student’s national identification in C interior Tibet middle school. The research suggests that C interior Tibet middle school always upholds the idea of "Tibetan and the Han nationality are harmonious but not sameness and they are blending emotion". The research also indicates that, C interior Tibet middle school cultivates student’s national identification by adhering to the law of students’physical and mental development and the law of the formation of national identification. In part four, the study analyzed the text of interview, activities, weekly diaries and compositions named "my motherland" by using the technology of Nvivo8.0. By analyzing the text, the national identification of middle school students in interior Tibet class is divided into seven categories: national belonging, national pride, national responsibility, national self-esteem, national self-confidence, national thanksgiving and cognition of the country. The research indicates that, the national identification of C middle school students in interior Tibet class is relatively positive.In part five, after analyzing the underlying reasons of the current situation, the author uses relevant theory to propose the content and the means to improve the national identification of middle school students in interior Tibet class according to the law of the formation of national identification. We hope that the countermeasure will be useful to the national identification education of interior middle school.