Study Of The Theory And Practice Of Primary And Secondary Chinese Language Teaching In Tibet

In Tibet, the Chinese teaching for Tibetan students is an important component of Chinese teaching for national minority in China,and it belongs to second language teaching areas. Chinese teaching in Tibet primary and secondary is a Subject, its Essential property is Chinese language, and the Application Property is the teaching for Tibetan students. Philosophical theory, linguistic theory, education theory, psychological theory, cultural theory and the theory of modern educational technology constitute its Support Theory, The theory of Chinese teaching and learning as a second language is the Core Theory, the curriculum designing theory, the textbook compiling theory, teaching and learning theory, language testing theory, and cross-cultural communication theory in the Second Language Teaching are the application theory,They act directly on teaching practice.With the continuous development of Tibet's economy and national integration deepened, the steady growth of population and the continuous improvement of quality of the population, the expansion of basic education and the increasing modernization of educational facilities, Chinese teaching system has continued to form and perfect, all these provide a good objective conditions for the development of Chinese teaching in Tibet primary and secondary schools.At the same time, Tibet Chinese teaching is in the macro background of bilingual education at home and abroad, and it has unique historical development context. So this Paper is based on the actual situation in Tibet, and the second language teaching theory and practical experience combining domestic and international. From the language elements teaching, language skills teaching, ancient poems teaching, culture teaching,as well as textbook and tests which closely related to Chinese teaching to explore the Chinese teaching Strategies in Tibet primary and secondary schools.In the language Elements teaching, through the comparative analysis of the vowels, the consonants, the syllables and the tones between the Chinese and Tibetan, The difficulties and emphasis on phonetics teaching,the principles and Strategies of teaching were determined; Through the comparison of the basic sentence order between the Chinese and Tibetan, as well as the characteristics o Chinese, for example,special sentence patterns, function word usage, communication grammar points. The difficulties and emphasis on grammar teaching,the principles and Strategies of teaching were determined.In the language skills teaching, according to the theory of language skills at home and abroad, as well as the the overall goal of listening, speaking, reading and writing skills that teaching textbooks in primary and secondary stages required to achieve. The specific content of the listening, speaking, reading and writing skills in different three stages was determined, and the detailed and specific teaching principles, teaching strategies and teaching methods were developed.The ancient poems teaching is an important component of Chinese teaching in Tibet primary and secondary, There are many ancient poems in the textbooks. According YeJiaying's "Xingfagandong" theory, combined with the status of ancient poetry teaching in primary and secondary in Tibet, combined with a large number of case studies of ancient poetry teaching, from three respects the article studies how to make the strength sent by the ancient poetry to soak students'emotion and encourage students'will. First, author respect:Search the source of the "Xingfagandong"; Second, text respect:Excavate the text point of the "Xingfagandong"; Third, the respects of teachers and students: strengthen teacher energy of "Xingfagandong", light student fire of "Xingfagandong".Tibetan and Han people are one of the the ancient nation, have broad and profound cultural accumulation. Tibetan and Chinese as a carrier of these two cultures become the situation of "Han" East" Tibetan " West, encompassing other homologous family language. The Chinese teaching fou Tibetan students is inseparable from cultural. This paper started to discuss the cultural barriers to Tibetan students learn Chinese, Then analyzed the Cultural Factors of the Chinese teaching in primary and secondary schools in Tibet, and explored the teaching principles and strategies of culture.With the development of bilingual education in Tibet, Chinese textbooks in Tibet has gone through three stages of the startups in the 60's, the prosperity and improvement in the 80's and 90's, and a relatively stable period in 2000. Through the Review for the current Chinese textbooks in the Tibet primary and secondary schools,as well as the problems In the course of using, such as textbooks selection, the content itself, textbooks training, and the teaching aids contradiction between supply and demand.This paper summarizes the experience and make recommendations:increase the intensity of Teaching research and teaching reform, broaden the scope of training, extensive utilization of curriculum resources and flexible use the Chinese textbooks.Language testing is an important part of language teaching. Make use of relevant theory of language testing, A detailed analysis of Chinese testing papers for the primary and secondary schools in Tibet showed that " Test reliability, validity, and differentiation should not have any roblem, But the absence of the listening and speaking, the missing of the pragmatic knowledge and cultural background knowledge, leading to these tests can not be measured very accurately the actual level of students to use the Chinese language.Therefore, this paper presents responses and suggestions to the Chinese testing in Tibet primary and secondary schools:take the achievement tests and diagnostic tests as foundation, take the aptitude tests as a means, take the proficiency tests and communicative tests as the direction,and reform the examination With the PSC, HSK, MHK integration.