Tibetan Adolescents Intercultural Adaptation Of Social Problems

Since2009, Sichuan took the implementation of the "9+3" free educationprogram for the Tibetan area in Sichuan province. There are30000Tibetanstudents who have received the free education. Since the Tibetan Adolescentfrom the mother culture into the heterogeneous culture (the Han Culture)maybe meet the Cross cultural social adaptation problems. They’ve living theTibetan cultural environment since they were born, and they haven’t theexperience on living in the Han culture environment. Facing a lot of confusion,there are some cultural adaptation difficulties occurring. This thesis is todiscuss and solve those problems.After entering the Han nationality, the first task of the Tibetan youth is thelife adoption, such as drinking, eating, clothing, ect.. Then, the language isanother problem for them to solve. They need to adjust their mentality inmainstream culture. As well, they need to master the differences betweenculture and the mainstream culture. So Tibetan Adolescent firstly shouldsucceed in solving the adaptation for cross-cultural social. This paper dividesthe Inland Tibetan adolescent social adjustment structure into six dimensions,that’s, language adaptation, living adaptation, learning adaptation,interpersonal adaptation, social adaptation and psychological adaptation, andso on. After the investigation, the author finds that "9+3" Tibetan adolescents inthe Han cultural area can overall situation better, but there are still someproblems. When cultures collide, there are still some students do not knowhow to decide and how to choose. In order to analyze these problems, thispaper put a lot study in it. Based on the overall analysis of Tibetan adolescentsin mainland cross-cultural social adaptation, the author the demographicvariables will become important factors.Education itself is engineering. It needs the three parts, the school, family,social participation, form a cohesive force. It also needs a good socialenvironment. It needs a condominium together to the guarantee. Largequantities of "9+3" students come to the Han cultural area to study. Tibetanstudents receive free occupation education. It involves the ethnic unity andstability, far-reaching, responsibility. How to control the smooth implementation of the "9+3" educational programs to solve specific issues related to theformation of the whole society of common concern is a very important subjectfor our country.