Practice Progressive Tibetan Classes

The purpose of this reach paper is to sort out the relative polices and regulations concerned the Tibetan classes(schools)in the Hinterland, and to achieve a comprehensive understanding of them.The(1984) No.22 document is promulgated for the purpose of establishing the Tibetan school and holding Tibetan classes(schools) in the hinterland and it was promulgated only after the central leaderships comprehensively investigated the situation of Tibet.The No.22 document was intended to adapt to the needs of economic construction in Tibet as well as to solve the problems of backward education and improve the situation of lack talent person in Tibet.Till August 2005,the Tibetan classes(schools) in the hinterland had enrolled more than 29,000 junior high school students,and 21,000 secondary school,normal school and high school students.At present,there are 1.4 million at-school-students spread throughout the nation's 21 city in 89 schools.The running of Tibetan (classes) schools in hinterland embodies the attention that paid by the Chinese Communist Party and the state.It demonstrates the national support for the development of ethnic regions,and it also reflects the theme of "strive together,common prosperity and development". Increasing specific researches of this form of school-running and solving the problems encountered in the process of school-running efficaciously have much to do with the full play of this special ethic education police, with the interests of the people live in frontiers,as well as with the national unity,bolder areas stability and the ruination of our motherland. In essence,this special policy of establishing Tibetan classes(schools) in the hinterland is one of the political,economic and other levers and means used by the party and the state.It aimed at mobilizing the enthusiasm of the masses all over the country and helping speed up the development of education in Tibet.The significance of this study:firstly,to establish the Tibetan classes(schools) in the hinterland is a special national policy which implemented for the purpose of" helping Tibet intellectually".It is a totally new thing in the history of Chinese education.Even though the Tibetan classes(schools) in the hinterland have a history of 20 years, there isn't a comprehensive study about the formation and development of this policy.Secondly,the Tibetan issue has always been a major problem relates to national and ethnic unification,the impelementation of this "help Tibet intellectually" policy demonstrates the theme of "strive together,common prosperity and development".It's a project that will have significant effect and will benefit the future generation as well.But at present,there aren't enough researches about this policy carried out though analysis of a specific Tibetan class(schools) in the hinterland. Cross-cultural education,namely the multicultural education,is a subject that a multi-ethic country with "diversified pattern" can't avoid and must strengthened.Tibetan classes(schools) in the hinterland are a special educational model,and the relative studies will enrich our country's national educational theory.In this thesis,the author takes the Tibetan school in Wuhan as an example to arrange the historical documents in four phrases—the predecessor of the Tibetan school in Wuhan—Shashi No.6 middle school,the Jingzhou middle school in new distract area of Jingzhou and the Tibetan classes of Hong Shan middle in Wuhan,Tibetan school in Wuhan.This study mainly adopts specific methods such as historical documents analysis and practice investigation in field work.①historical documents analysis:Since this study has to sort out the history of the Tibetan school in Wuhan at first,the basic work in early stage was mainly collect relative documents,materials,research papers and reports as well as organize and classify the materials for later reference and citation.②Practice investigation in field work:Because the issues involved closely related to the attitudes of the staffs both outside and inside the schools.In order to know their true opinion,gain their support of the researchers is a necessary.Therefore,practice investigations in field work become a necessary research method to complete this research. Concretely:The author had gone twice to Shashi No.6 middle school and Jingzhou new distract area to have specific interview during August 2006 and October 2006;had carried out practice investigations in field work in Tibetan school in Wuhan and wrote diaries from June5,2006 to October2006;had interviewed relative people in Shannan in Tibet from Augest22,2006 to September3,2006.This paper firstly introduced the reasons of writing this article,the background of the study,and the purposes and significance of this study,and then talked about the research methods and gave a summarization of the relevant documents.In the first chapter,this thesis gave an overview of the education in Tibet,including the characteristics of the education before liberation and the development of modern education after liberation.In the second chapter,this thesis introduced the background and the basis of this special policy in Tibet as well as the relative polices including in this policy—the specific experiences of creating the Tibetan class in the hinterland.In chapter three,the author used the historical documents and interviews to sort out the phrases that the Tibetan classes(schools) in the hinterland had went through—the preparatory work for the Tibetan school in the hinterland—the Tibetan school in Shashi No.6 middle school,the Jingzhou middle school in new distract area of Jingzhou,Tibetan class of Hongshan middle school in Wuhan,Tibetan school in Wuhan.The chapter four was the author's analysis of the practice investigations in field work in Tibetan class in Hongshan middle school in Wuhan,which including the admission, presence and dispersal of students.In chapter five,the author introduced the teaching and living conditions of the teachers in the Tibetan class in Hongshan in Wuhan and their origins,composition,wages,and responsibilities in day-to-day teaching.The chapter six is a summation of interviews—the relative interview in Shannan in Tibet;the interview with the director of education and physical bureau;interview with commissioners;interview with the principal of No.1 primary school in Shannan area;interview with parents of students in Shannan.In the conclustion in chapter seven,there is an introduction of the great achievements of Tibetan classes(schools) in the hinterland,the problems arising in the course of establishing it,and the prospects of this special policy.