Observation, Cross-cultural Studies Of Education In The Mainland Of The Tibetan High School Students - Educational Anthropology

Tibetan high school students' inland study is always an important topic, which is highly inspected by the Chinese government and its leading party. It is also a fatal measure for the Communist Party and the State Department to develop western education and accelerate western area's economic development. However, for many kinds of the reasons, as one of a unique observing area of cross-cultural education, Tibentan high schol students' inland study and education didn't get enough attention and deeper theoretical research. Some theoretical studies are only limited on cognitive consideration of psychology and linguistics and so on. More humanistic attention should be paid to these students' daily life under the cross-cultural background.In this article, mainly using post-modernist theory as analytical instrument, together with qualitative and quantitative method, the author did the study on Tibetan high school students' inland education under the unique cross- cultural observing background. Through different subjects' involving, like pedagogy, psychology, anthropology sociology and so on, the author tried as much as she could to discribe the detailed daily life of the Tibetan students, based on the above, she put forward some theoretical thinking under the fieldwork experiences.This article is divided into five parts,The first part is background discription. It's the article'smacro-observational view. In this part, the author mainly discussed macro-policy background on Tibetan high school students' inland study and its historical developing processes. Based on the study of opportunities' presentation, renderness and operation, the author analyzed the policy's interaction from the above level to the lower level under the historical and general research study.The second part is the picture's unfolding. It's the author's micro or local observational view. By using different methods such as questionnaires, casestudy, interview and so on, the author mainly discussed four important educational topics: learners' living space, educators' discourse space, curriculum and knowledge, interaction between teachers and students. In the mean time, she tried to pay more attention to the students' confusion happened in their daily life.The third part is the picture's thick discription. It's the researcher's analysis, through discussing some controvertible topics like mass media discourses, family educational principle, religion, and cultural adaptation, the author reinterpret them with post- modernist theory, in order to gain new understanding.The fourth part is the researcher's thinking. Based on the fieldwork experiences, the author discussed some theoretical questions that post modernist are facing in educational realm. The main point is the best theoretical research method under the global informational age is torespect the representation of the real life, and anthropological classical method---fieldwork is undoubtedly a good flat for cross-cultural educational study in view of its delicate study style.The fifth part is the conclusion. Based on the above research, the author put forward reflective view on cross-cultural education's study, that's, getting closely to the life itself, to the real life should be paised.