An Analysis Of The Developmental Predicament Of School Education In Tibetan Rural Area

It is a case study based on Changguo Central Elementary School in Gongga County of Shannan region. An in-depth research regarding the development of schools in Changguo is carried out with the application of fieldwork method. Considering Changguo's environmental conditions and history, the study mainly discusses the type of culture transmission and its characteristics in this area by investigating the plantation and pasturage culture in river vale influenced by Tibetan Buddhism. The field research convinces the author that the unique world humanities impact on the formation as well as the development of local culture and determine its cultural inheritance; to some extent, it also exerts great influence on the school education in Changguo.In this study, a great deal of firsthand information is collected through random interviews and participant observation and other methods.Through random interviews, participant observation and other research methods. The author made an thick description on the developmental situation of the Changguo Central Elementary School, pointing out that the educational problems of its overall development and bilingual education. Afterwards, it is believed that the high dropping ratio of local school-age children distinctly constrains the development of Changguo Elementary School. In this study, the author applied multi-dimensional perspectives from Cultural Anthropology, Sociology and Pedagogy, and then analyzed the causes of the predicament. Based on the analysis, the author puts forward the conflicts which affected the education development in Changguo, i.e., cultural conflict, education and social needs, human development. To be speicific, these conflicts are the conflict between traditional culture and modern civilization, the conflict between national mainstream culture and local culture, the contradictions between the aim of school education and local talent needs, the errors of school educational object, the distortion of individual development by the school education. Further, the author discussed the ways to reform complusory education in Tibetan rural area from the following three aspects:developmental model, cultural inheritance and educational philosophy. It is believed that varying ways of culture inheritance and integral educational philosophy should be adopted.The author studies the contemporary Tibetan rural school education, analyzes the problems, and trys to consider the virtuous developmental ways. Discussion of this kind is of significance on promoting the modernization of rural society in Tibet and constructing the Chinese harmonious society.