Social Studies, Cross-cultural Growth Of Tibetan Students In Tibetan Classes (schools)

Tibet's feudal serfdom society, the peaceful liberation in 1951 until the eve of the broad masses of ordinary people have been completely deprived of the right to education, educational opportunities only enjoyed by the privileged class. Thereby resulting in the old Tibet extremely low level of education of the situation. That we often read in many articles, in 1951, Tibet was "only six old-style government-run schools and a small number of lay by the museum or private schools, a total of about 2000 students, illiteracy accounted for 95 per cent of the total population."1951, the peaceful liberation of Tibet, the Tibetan community to achieve by the feudal serfdom society to a socialist society the historic leap has undergone earth-shaking changes. However, due to historical low starting point, the Tibet Autonomous Region in China is still a very underdeveloped areas. For a long time, the state investment and counterpart provinces (cities) of free aid for the economic and social development of Tibet Autonomous Region plays a vital role.1984, the CPC Central Committee and the State Council for Tibet's lack of personnel, training of local personnel far from being able to meet the needs of reform and development in Tibet, to make better use of the school environment and their conditions "in the inland provinces and municipalities school to help train qualified personnel in Tibet" decision-making. From 1985 onwards, every year sent 1,300 Tibetan and other minority school graduates to the mainland provinces and municipalities secondary school, and in accordance with the academic performance of students entering colleges were postgraduate after graduating he returned to work in Tibet. This is a milestone in China's national education mainland Tibet classes (school) education policy origin.Since the implementation of this policy, tens of thousands of Tibetan farmers (grazing) become beneficiaries of the children and went to the mainland to study, we have 14 years the growth of cross-cultural experience of the community. Analysis of their cross-cultural characteristics of the community, is the thrust of research papers.Papers based on the perspective of sociology, social theory to the study, China's current Tibetan students involved in the Tibetan classes and the Mainland (school) education of the literature search and review; then a detailed analysis of the Tibet classes (school) education Running and development characteristics, and with 160 questionnaires, the use of sociology, education, anthropology, ethnology, and psychology, and other multi-disciplinary theory and computer software SPSS13.0 statistical analysis, an objective analysis of a Tibetan as the main Mainland Tibet course the places minority students studying cross-cultural characteristics of growth in the context of cultural diversity an objective to explore and summarize their projections of social and cross-cultural reasons, the final draw conclusions. In addition, the mainland Tibet classes (school) education operating efficiency also made a brief evaluation, and put forward the further development of policy recommendations.