The Comparative Research Of Cultural Identity And Intellectual Development Of Two Mode Bilingual Education For Tibetan Middle School Students

Since the new century, with the further development of culture and societies in our country, the cultural communication between ethnic minorities and the dominant has became more broadly, deeply and frequently. China is a multinational country and each minorities created the most particular and precious fortune of culture by their own, as a dominant culture the Han culture has infiltrating all round of minority culture and influencing peoples' daily life and social practice. So how to adapt to the mainstream culture and simultaneously remain and facilitate the minority culture became the most urgent task. in varying degrees, it is related to the advancement of living qualities for minority individual, the innovation and development of minority cultures, and the prosperous of our national culture.As the main approach to solve the problem, Bilingual Education which has long been using in all around the world and accumulated luxuriant experience of theoretical and practical. Specifically, the purpose of bilingual education is to facilitate a tolerant multicultural identity and cultivate a superior intellectual qualities of individual. Take example by previous research on cultural adaptation, Tibetan students' cultural identity was classified into four different type, which is respectively separation, relative assimilation, integration, and relative marginalization.The research based on comprehensive analysis of Tibetan students' cultural identity and intellectual development, and then incorporation with learning achievements to interpret the condition and the influence which has long been exerting on Tibetan students by the Tibetan-Han Bilingual Education. this paper elected the Hezuo Tibetan Middle School in Gannan Autonomous prefecture as a case, and made an investigation of 180 students from different mode of Tibetan-Han bilingual Education, from the comparative analysis and comprehensive research reached conclusions as follow:Firstly, Such element of social cultural environment as family address, different bilingual mode, parents' degree of education exerts remarkable influence on the students' Tibetan-Han cultural identity, particularly the different bilingual mode is the integral part, after that is family address.Secondly, as the increasingly continual contact with the dominant culture, the Tibetan students represented higher approval about dominant culture, and it is supported by parents who possess higher degree of education.Thirdly, the level of intellectual development for Tibetan middle school students approved to be discrepant with the different mode of Tibetan-Han Bilingual Education, modeâ…¡is effective than modeâ… .Fourth, Tibetan middle school students' intellectual development and school achievement is highly related to the different type of cultural identity which they possess, the students who elect assimilation as the way of their culture identity reaching higher score in intellectual development and school achievement than other students, and students who elect integration as the way of their culture identity is just slightly higher than the students who elect relative marginalization way. So we can see the Tibetan-Han bilingual education need to be improved in facilitating the students' Multicultural identity and full-scale development.