A Study On Terminology Teaching In Physics Teaching In Tibetan Middle Schools

Physics teaching in Tibetan middle schools is the organic part of physics teaching in the middle schools in our country, is the most typical representative among physics teaching in national middle schools, is one of the area with the fastest development and the greatest difficulty in the history of physics teaching in the middle schools. The physics teaching in Tibetan middle schools gets change and achievement of historic significance, brings up and exercises groups of senior talents in physics and physics teachers in the middle schools for nationalities to meet the demands of physics teaching in Tibetan middle schools, improves thousands of constructors'and labors'scientific literacy and scientific knowledge for Tibetan economic and social development. At present, the physics teaching in Tibetan middle schools still faces many challenges and difficulties, for example, the good and the bad students are intermingled, the dropout of the students is a commonplace, the quality and the ability of the physics teachers cannot meet the demands of students'study, the applicableness of physics textbooks are to be improved, the efficiency of teaching language is low and the physics teaching quality is always low. The domestic and foreign learning theory is systematically studied and rethought. The physics teaching in the Tibetan middle schools was analyzed deeply through the learning theory and some principal contradictions the physics teaching in the Tibetan middle schools is facing are put forward A study on physics teaching in Tibetan middle schools can construct a set of physics teaching theory, curriculum theory, learning psychology theory, cognition theory of language, terminology theory of minority, bilingual physics teaching theory and the research methods on physics teaching of minority, and so has a high academic and political value. Through a rational consideration and continuous focusing, the most emphasis of this thesis is on terminology teaching research in physics teaching in Tibetan middle schools, by setting up scientific and reasonable train of thought and proposal of study.Chapter1study the construction of the Chinese-Tibetan physics terminology and the domestic and foreign terminological theories. Physics Noun Evaluation Committee was set up to publish the book physics noun in Chinese version. Bilingual physics reference books was compiled and published by two different sort of language. People Education Press compiled and published14sets of Middle Schools Physics Textbook in Chinese version, which to some extent marks a high level in the construction of Chinese physics terminology. The Tibetan Language Work Committee of the Ethnic Language Sub-committee of the National Terminology Standardization Technical Committee founded to commit to Tibetan research work. The birth of physics teaching in Tibetan middle schools signified the beginning of Tibetan physics terminology construction, and the Tibetan language workers edited and published Chinese-Tibetan Dictionary, Tibetan-Chinese Dictionary collecting some physics terminology. The ethnic workers on physics compiled and published Science Dictionary:Tibetan-Chinese-English physics Dictionary, Chinese-Tibetan-English Natural Science's Terminology Series.physics and Middle Schools Physics Textbook in Tibetan, all of which represented fast development of Tibetan physics terminology. A small number of researchers made a research of the use, creation, criteria and unification of Tibetan terminology, but there is still a blank space in the special study on Tibetan physics terminology. Based on the history of our country's terminology construction and development in China, The domestic and foreign terminological theory and terminology work practice was studied systematically and comprehensively.Chapter2investigates and analysis on the important and familiar level of the Chinese physics terminology. A Questionnaire on the Importance Level of Physics Terminology in Primary Middle Schools is compiled for physics teachers in middle schools. An investigation of34physics teachers in Tibetan middle schools comes to a result that the important, the common and the unimportant physics terminology take respectively an occupation of85%,14.5%and0.5%. A Questionnaire on the Familiarity Level of Physics Terminology in Middle Schools is compiled for middle schools students. An investigation of689primary middle schools students from18classes comes to a result that there are7different familiarities level characterizes of Tibetan students'familiarity level towards Chinese physics terminology:the most familiar, more familiar, familiar, common, not familiar, relatively not familiar, mostly unfamiliar, which take respectively an occupation of0.6%,10%,38.9%,36.1%,14.2%,0.2%and0%. Teachers and Students'understanding level of the physics terms are two important parameters when it comes to testing the students'Chinese physics terms level.Chapter3study arrangement on Chinese-Tibetan physics terminology and dissimilation representation practice in a systemic way. Based on terminology research methods abroad, the systematical arrangement method of the Tibetan physics terminology is constructed. In the use of the Chinese-Tibetan reference books and the Chinese-Tibetan-British physical reference books, with the reference to the Chinese physics terminology, the Tibetan physics terminology is systematically arranged. They are presented as the form of the Chinese-Tibetan comparison with the theme of the chapters of the physics textbook printed by the People's Education Press.8senior physics teachers with Tibetan and Chinese capabilities are organized to spend a lot of time on studying and discussing carefully the translated Tibetan physics terminology one by one; and177dissimilated Tibetan physics terminologies put forward by these8ethnic physics teachers are collected. Dissimilation in Tibetan Physics terminology is represented. At last, a senior Tibetan language teacher is invited to check on, examine and verify the Tibetan grammar of all the Tibetan physics terminologies for a long time.Chapter4study on the normative theory and practice of the dissimilation of the Tibetan Physics terminologies. On the Basis of the foreign normative terminology theory, the normative theory and principle of the Tibetan physics terminology is constructed.This chapter defines the semantic conceptions, analyzes the semantic structure modes of Tibetan vocabulary, and puts forward the specific methods analyzing Tibetan vocabulary and meaning. Tibetan lexical-semantic analysis method is applied to compare and discriminate the165dissimilated Tibetan physics terminologies and to sift out the Tibetan physics terminologies which to the greatest extent correspond to the Chinese ones. In addition,12Tibetan physics terminologies, which are completely not in line with the Chinese ones, are created.Chapter5carry out a theoretic study on physics terminology teaching at Tibetan middle schools. The difficulties confronted by Tibetan middle school students are proposed by testing Tibetan students'Chinese physics textbook reading level. The model of Chinese-Tibetan physics terminology psychology lexicon has been constructed through testing Tibetan students'free association of Chinese and Tibetan physics terminology. The access mechanism of Chinese-Tibetan physics terminology to physics conceptions has been proposed and also he model of access mechanism of Chinese-Tibetan physics terminology to physics conceptions has been constructed as a further achievement through testing Tibetan middle school students' understanding and expressions of Chinese and Tibetan physics conceptions. The characteristics of the Chinese and Tibetan physics terminology teaching using model at Tibetan middele schools has been concluded through analyzing the history of physics teaching at Tibetan middle schools. After a thorough research into the status quo of the physics teaching in classes at Tibetan middle schools, the common parts of Chinese and Tibetan physics teachers'terminology teaching have been concluded. On the basis of the work mentioned above, Chinese and Tibetan physics terminology teaching is feasibility in physics teaching in Tibetan middle school. It is suggested that Chinese physics terminology teaching should be dominant in class and Tibetan one should serve as complementarity.Chapter6carry out an empirical study on Chinese and Tibetan physics terminology teaching. By the concept analysis of bilingual education and bilingual teaching, the connotations of bilingual education, bilingual teaching, second-language teaching,"second-language" subject teaching are definite. The subject teaching and learning model by second language abroad is explained. This chapter puts forward the conception——Chinese and Tibetan physics terminology teaching model by elaborating on the conceptions of teaching, terminology, physics terminology and physics terminology teaching. By well-designing of the Chinese-Tibetan terminology teaching experiment contents,Chinese and Tibetan physics terminology teaching experiment with the help of modern multi-media teaching methods and by the use of classroom paper-and-pen-test provides Chinese and Tibetan physics terminology teaching data. And the statistical analysis of these data gets the conclusion of Chinese and Tibetan physics terminology teaching experiment and the speculation of students' mental representation of Chinese and Tibetan physics terminology. The model of Chinese-Tibetan physics terminology psychology lexicon has been proved through analyzing the results of the experiments on teaching practice.In the last part the suggestions for the physics terminology teaching at Tibetan middle schools has been proposed.