The Research Of The Ethnicidentity Of Tibet Middle School Sports Course

With eve-increasing communication between Tibet and inland in the respects of economy and culture, mainstream culture of Chinese Nation has more and more effect on the traditional culture in Tibet. In the process of acculturation, the attitudes of student community in Tibet (especially the Tibet-student community in inland) toward cultural identity of its own national culture and mainstream national culture have changed correspondingly because of more access to the mainstream national culture. The identification status of student community in Tibet regarding its own national culture and mainstream national culture must impact the future of national culture significantly.From the real-world aspect, inland Tibetan education has already deviated from the Tibetan culture. Some Tibetan people hope they could learn more mainstream culture in order to promote the development of their own culture due to the great change of their children caused by inland Tibetan classes; the others believe that the students of inland may forget their own culture, then resulting in the cultural fault in their own culture and even impeding continuity of their own culture. Education based on human culture, although serving culture, must be restricted by cultural features and levels. Similarly, inland education, which cannot deviate from traditional culture in Tibet, must be analyzed and handled carefully, accelerating the reform, adjustment, elevation and improvement of Tibetan education and overall development of Tibetan students. By analyzing status in quo of Physical Education in Tibet, this study tried to construct reasonable ethic-group identity under the condition of Physical Education. The results were as follow:I Features and differences of ethic-group identity among Tibetan middle school students1) There is no gender difference regarding national group identity among Tibetan middle school students, which stayed in mid-level at large. However, the national group identity among Tibetan middle school students do has region difference, including the differences of both source of students and academic environment.2) There is significant difference of national group identity with respect to both academic performance and Chinese Proficiency among Tibetan middle school students.3) National group identity among Tibetan middle school students stayed in unawareness, but expressing through behavior.II The implications of this study1) National group identity among Tibetan middle school students, stayed in a mid-level, was still under confusion and conflict concerning their own culture.2) Schools should pay more attention to the desire of Tibetan3) We should strengthen the cultivation of the teachers of Tibetan sc middle school students for traditional Tibetan culture and region differences of academic environment. Schools also had the responsibility to develop and implement both school-based curriculum and second classroom. hools. Teachers should look into student's national group construction, attaching importance to the differences of individual difference and region difference.