Mongolia Intellectual Life Cycle

The author interviewed Inner Mongolia University Mongolia School of new Turk teacher, ask questions and record of his life experience, study the new Turk teacher from anthropology research perspective of life history. The conclusions are as follows:through the life course record new Turk teacher, e.g. small start learning Chinese basic knowledge of Mongolia, then enrolled in the national high school school, livestock, later admitted to Minzu University of China graduate student, after graduation, was assigned to the Inner Mongolia University teachers engaged in work and so on life history, to highlight the public intellectuals in the new Turk teacher play in Mongolia Chinese research field from the theory of life course perspective role.Study on the life history of an individual is different from the biography. The biography is through to the typical character’s life, life spirit, in areas such as the system description, describes a literary form."Really, letter, work requirements, and reflect the living" to achieve on the expression of characters and deep spirit. In the field of anthropological study, life history interview is one of the most important. The so-called life history is, the interviewer to interviewee interview to collect data, through oral and written form a record of interviewees all life history and part of life, a memorable description.Sintec teachers based on their professional knowledge, invented and has published a number of papers on Mongolia on Chinese and Mongolian vocabulary research. Outstanding achievements of his dedication to the cause of Chinese in Mongolia, has shown that he has played in the social changes of the role and his social status. A life course perspective to analyze how the new Turk teacher personal development is affected by social changes, more important is the course of his life has become a social force and social structure of the results.