Research Into Bilingual Teachers' Post Work Training In Compulsory Education Stage Of Garze Tibetan Area

Bilingual teachers'post work training is one of the important content of teachers' educational management. Strengthening bilingual teachers'post work training is an important way to improve educational level of ethnic minority regions and to promote harmonious development of bilingual education. Research into the bilingual teachers' post work training in compulsory education stage of Garze Tibetan area will further enrich the theory of our country's teachers training, attract attentions from provincial and prefecture government and educational sectors, and stimulate training sectors to work out a scheme and carry out bilingual training effectively to promote the development of the whole bilingual teachers'qualities.Synthetically using the methods of documents, interview, and questionnaires, and on the basis of collecting and sorting out of documents and data relating to qualified requirements and targets, content, manners, and institutes of post work training, this paper put forwards the concrete definition of bilingual teacher. Under the theoretical guide of Terence Odlin's Language Transfer, Colin Baker's bilingual education model, and Gardner's social education model and teachers' major developments, it researches into the present state of the bilingual teachers'post work training in compulsory education stage of Garze Tibetan area and analyzes the existing problems and causes. Finally, grounded on the investigation and research on the bilingual teachers'post work training in compulsory education stage of Garze Tibetan area, it presents following solutions:improving the system of bilingual teachers'post-work training to guarantee its healthy performance; setting up professional training institutes to build the platform of bilingual teachers'post work training; promoting the positive cycle of bilingual teachers'post work training through localized model of research into the bilingual teachers'post work training in compulsory education stage of Garze Tibetan area. This paper comprises of four parts.The first part is the introduction. It introduces the motives of the research, sorts out the research achievements of bilingual teachers'post work training at home and abroad, analyzes the practical and theoretical value of the bilingual teachers'post work training in compulsory education stage of Garze Tibetan area. It also presents conceptual definition of bilingual teachers and post work training mentioned in this paper and briefly introduces research thinking and methods of this research.The second part is the theoretical basis of bilingual teachers'post work training. It briefly introduces the core theory of Terence Odlin's Language Transfer, Colin Baker's bilingual education model, and Gardner's social education model and teachers'major developments, and simply explains the implementing way and guiding functions of these theoretical methods in this research.The third part is the present investigation and results analyses of the bilingual teachers'post work training in compulsory education stage of Garze Tibetan area. This is the key part of the paper. It begins with briefly introducing the conspectus of the educational development and teachers'post work training of Garze Tibetan Autonomous Prefecture, focuses on the actual investigation of the bilingual teachers'post work training in compulsory education stage of Garze Tibetan area, presents the results of questionnaires and interview in the categorized form, finally generalizes the initial achievements gained in the bilingual teachers'post work formal schooling training in compulsory education stage of Garze Tibetan area and the initial product of informal schooling training showed on the three hierarchies of "thinking, action, and change". Simultaneously, it discovers that the main problems exist in the few training chances, vague training content, temporary training institutes, and single training form. The main causes of those problems are imperfection of relating training system, and insufficient research on the manner and methods of localized bilingual teachers'post work training and the design of training content.The fourth part is the research on the way to deal with the problems in the bilingual teachers'post work training in compulsory education stage of Garze Tibetan area. According to the causes analyses of the existing problems mentioned in the third part, it appeals relating legislative bodies, educational administration departments, and government sectors to improve the training system continuously and ensure the healthy development of bilingual teachers'post work training; it also suggests creation of professional training institutes and building of the bilingual teachers'post work training platform with prefecture level, and analyzes the necessity and rationality of setting up the bilingual teachers' post work training center with prefecture level and the questions how to build and manage them; it eventually puts forward the tentative idea of constructing the localized model of the bilingual teachers' post work training in compulsory education stage of Garze Tibetan area and about the training programs of localized training model.