A Study On Difficulties And Strategies Of The Chinese Learning In Tibetan Areas For High School Student

The purpose of this study is to research the specific Chinese learning difficulties of Tibetan high school students in the school environment,and to find pertinent teaching strategies based on the investigations and analysis.First of all,as a second language for Tibetan students,Chinese teaching should fully reflect the characteristics of second languages.Mainly languages are tools of communication,but still humanity is important as well.Therefore,Chinese teaching should be focused on improving communicative competence.Secondly,investigating and summing up the Chinese learning difficulties through literature methods and questionnaires.Questionnaires are designed for both teachers and students.Questionnaires are designed due to Chinese learning difficulties as students' knowledge reserve,learning attitude,learning interest,learning habits,learning methods,learning environment,teaching material understanding and the diversity of Tibetan and Chinese.The results are mainly reflected on Chinese learning attitude and interest are negative and passive,Chinese learning is only closely followed by the timetable at school,Chinese teachers and students have fewer opportunities to communicate and there are obstacles,Chinese learning is limited to Chinese classrooms in most cases,students' Chinese knowledge reserve is weak and lack of learning ability especially in reading and writing,in the process of Chinese learning,students are easy to make the word order upside down and easy to be confused with Tibetan grammar and word order,students' learning style and teacher s' teaching methods have some degree of contradiction,Chinese textbooks are far away from the students' traditional life that causes understanding obstacles,there are deviations and unreasonable methods for Chinese learning habits and methods,especially in autonomous learning.Thirdly,a comprehensive analysis of the reasons for the difficulties in learning Chinese are: the Tibetan traditional cultural psychology,the lack of Tibetan and Chinese bilingual teachers,the lack of the Chinese learning environment,the language habit of Tibetan,and the selected texts and the contents are not suitable.Finally,on the basis of the analysis,some suggested teaching strategies are put forward,mainly are: facing up to Chinese learning,improving the sense of Chinese identity,merging Tibetan culture and stimulating learning interest,two ways to improve the training of bilingual teachers,pay attention to the second language condition and emphasize the formation of the classes,creating a real Chinese learning environment according to the characteristics of Chinese,designing rich language practice activities to improve the ability of speech practice,close to life reading teaching,close to the regional culture of writing teaching,reconstructing ratio nal teaching materials and developing curriculum resources.