A Study Of Tibetan And Han Bilingual Teaching Model

Bilingual education is gradually developing in national regions as a new teachingmodel after the founding of new china. Tibet is the settlement of Tibetan，it has grad-ually formed Tibetan-Han bilingual teaching and Han-Tibetan bilingual teaching fromthe1950s to1980s.Tibetan and Han bilingual teaching model always change with so-me influential factors. Under the big background of economic globalization and cultu-ral convergence rapidly，Tibetan and Han bilingual teaching model have important in-fluence on bilingual education effect and children’ social development，and it is alsoimportant in enhancing ethnic unity，developing national economy，and protecting thenational culture.The study makes an overview of relevant theories and their latest developmenton the Tibetan and Han bilingual teaching model，on the basis of this，sampling90teachers in7schools of urban，rural and pastoral as participants，adopting the researchmethods of questionnaire，classroom observation and interview，etc. The analysis willbe done and the text has been explained from five respects：The theory basis of Tibet-an and Han bilingual teaching model，the instructional objectives of Tibetan and Hanbilingual teaching model，the operating strategies of Tibetan and Han bilingual teachi-ng model，the evaluation of Tibetan and Han bilingual teaching model and the factorsthat influence Tibetan and Han bilingual teaching model.The research finds the analysis of Tibetan and Han bilingual teaching model areas follows：1) The theoretical basis of Tibetan and Han bilingual teaching modelsynthesize the fields of linguistics，psychology，sociology and education.2) Here arestudents’actual chinese level：the basic chinese skill in reading，writing，listening andspeakingof urban and rural school’s students are better thanpastoral school.There arethe desired level of students’chinese：students should learn basic phonetics，vocabulary，and grammar of chinese，and improve the integration capability thatstudent’s hearing，speaking，reading and writing to get the aims of knowledge andskill；teachers should lead students to enjoy the pro cess of studying chinese，and helpthem learn the way which works best for them to get the aims of knowledge and skillprocess and method；it’s important to students that they are willing to learnchinese，and enhance the identity of chinese culture and han nationality in their learning process.3)The three types of schools’teachers often use teaching method and trainingmethod；urban school and rural school’s teachers are always use presentation method，situational approach and discovery method，but pastoral school’s teachers sometimesadopt them. Urban school and rural school’s students are always adopt cooperativelearning，independent learning and exploratory learning，but pastoralschool’s studentssometimes adopt them. The three types of schools’ teachers often employ the schoolteaching，the three types of schools’ teachers can process and handle bilingualtextbooks that based on students’ true level，and they can positively interact withstudents as well as response the feedback.4) Through implement the Tibeta n and Hanbilingual teaching model，the three types ofschools’ students have a higher bilinguallanguage level than before，and promote their social development greatly.5) Thecharacteristics of residence and distribution， the Tibetan bilingual attitude， thetheoretical basis of bilingual teaching model and the reality of bilingual school are theinfluential factors of Tibetan and Han bilingual teaching model.