The Study Of Investigation And Countermeasures On The Chinese Basic Literacy Of High School Students In Lhasa Area

Chinese basic literacy as teaching goal is put forward by"the standard of Chinese curriculum of full-time national primary and secondary schools (trial)" for Chinese course in the ethnic minority areas of our country. It is also specific requirements on Chinese learning of primary and secondary schools of minority in our country, which has become the important guiding ideology on Chinese education teaching work in minority regions.The standard of Chinese new curriculum has been implemented in Tibet for nearly eight years. Chinese education teaching work in Tibet region has achieved remarkable results not only in Chinese theoretical research and the formulation, implementation of national policy but also in the written of Chinese textbooks and the equipment, assistant of teaching material. Lhasa is Tibet’s political, economic and cultural center as well as the testing and demonstration area on Chinese education teaching work of Tibet area. High school is not only the linkage between the nine-year compulsory education and university education but also the preparation of university education, so Chinese is closely related to the further study and work, life in the future of Tibetan high school students. For Tibetan high school students, they are inseparable from Chinese and Chinese knowledge related to all walks of life no matter further study or step into society in future. Both education department and social life all put forward higher requirements on the level of Chinese basic literacy of Tibetan high school students.This study investigates Chinese teaching work of a few high school in Lhasa area and the level of Chinese basic literacy of high school students in detail on the basis of consulting a large number of state policies, laws and regulations related Chinese education teaching in minority nationalities areas as well as the theoretical research of Chinese education teaching work in Tibetan region, understands the specific situation on Chinese basic literacy of high school students in Lhasa area, then explores its existing problems and seeks the methods to improve Chinese basis literacy in ethnic minority areas on this basic as well as provides the reference for compiling Chinese teaching materials in Tibetan areas, and provides the basis for the development and its program of Chinese language teaching.This thesis is divided into five parts:The first part analyzes the research background as well as makes the purpose and significance of the research clear and then expounds the research methods.The second part combs the related theory of language teaching as well as summaries the Chinese teaching theory from three aspects of "second language teaching","cognitive psychology" and "the theory of language testing", then organizes related concepts on this basis and makes the similarities and differences of "Chinese accomplishment" and "Chinese basic literacy"clear.The third part summarizes experiences and lessons on Chinese language teaching in ethnic minority areas,through reviewing the historical vicissitude of the Chinese language teaching in ethnic areas and the history and status quo of Chinese language teaching in Tibet region.The fourth part simply introduces the questionnaire investigation on Chinese basic literacy of high school students in Lhasa area, then sorts and analyzes the questionnaire data on this basic as well as summarizes basic situation on Chinese basic literacy of high school students in Lhasa area.The fifth part summaries the problems in Chinese basic literacy of high school students in Lhasa area through analyzes and sorts questionnaire data, then analyzes the reasons in detail and takes the effective measures to improve the level of Chinese basic literacy of high school students in Lhasa area as well as the thinking of develop Chinese textbooks of high school in Tibet region.