A Study On The Training Effectiveness Of The Tibetan-chinese Bilingual Teachers

Bilingual education is not only an effective way to improve the quality of basiceducation in ethnic minority areas, but also an important way to cultivateinter-disciplinary talent of ethnic minorities who have a complete mastery of both Hanand minorities’ knowledge. The quality of bilingual teaching depends on whetherteachers have the bilingual teaching competence and the level of their skills which hasa direct influence on the effect of education. Therefore, it has great significance andpractical value for the promotion of the bilingual teacher training to improve thequality of education in ethnic minority areas. Taking Lhasa City, Tibet as a case study,this paper attempts to investigate the effectiveness of bilingual teacher training in thisarea so as to explore the methods for improve the bilingual teachers’ quality ofminorities, thus contributing to the development of minority education in Tibet.Synthetically using the methods of documents, interview, and questionnaires, andrelying on collecting and sorting out of literatures related with the present situation ofbilingual teacher training at home and abroad, the current ethnic bilingual teachertraining research as well as minorities’ bilingual education policy, the present paperprobes into the status, effectiveness and existing problems of bilingual teacher trainingof Tibet Lhasa under the theoretical guidance of under bilingual education theory,adult education theory and teachers’ professional development theory. The surveyreveals that the main factors influencing the bilingual teacher training effectiveness inthe Lhasa area include imperfectness of training policy, lack of training mechanismand long-term objectives, discrepancy between training contents and practice,adoption of homogeneous methods, dispersion of discipline system structure,shortage of finances and resources, insufficient application of ideas of new curriculumin the process of training, etc. Finally, this paper puts forward four suggestions toimprove the Tibetan-Chinese bilingual teacher training effectiveness: strengthen policysupport and consummate the training system; innovate training content and methodand strive for training effectiveness; integrate the new teaching idea and improve thequality of training; increase educational investment and construct a long-termmechanism.