Research On Current Status Of Teaching And Learning About Culture Words Of Chinese In Junior Middle School In Tibet

English is a second language to Tibetan students, therefore, there aresome clear cultural identities lied down the Tibetan chinese teaching andlearning. Culture words of chinese is the direct or indirect reflect of thechinese culture, which possessed the special culture identity. So, thechinene culture words’ learning of Tibetan student is fundamental andhave other meanings which embraced the culture communication betweenthe Tibetan people and the ethnic of Han.Tibet is located in the southwest border of our country which is animportant part our country. Governing a country, we must governing theborder well. And governing the border well, we must focus on the Tibet,the party of communist and the government have being laying a lot ofenergy on the Tibet. If we want the Tibet thrilling forever and governingthe Tibet with law, we must follow the rule of education goes first. Basedon that, we can promote the quality of the student in the area and we canaccelerate the speed of the scientific initiation which can help everypeoples of the Tibet get along well with each other. As a important part ofthe Tibetan education, Chinese teaching and learning is connected to thepromotion of student’s IQ and the quality. More than that, it is alsoconnected with the progress of the economy and society in the Tibet andthe peacefulness of our state. Chinese cultural vocabulary is a mirror of the Han culture which isthe long process of historical accumulation of experience. Through thecultural heritage, the Chinese culture gradually concentrated on the levelof lexical. The words of this category which has a specific nationalcultural is the cultural vocabulary. In the teaching process, culture wordsteaching is the foundation of teaching Chinese to Tibetan student. Andform The level of Chinese culture words, we can easily see the how can aTibetan student handling Chinese well.In this study, we choose the junior middle school students ofNyingchi which is in the southeast of the Tibet as the object, mainly usedquestionnaires, interviews and classroom observation and other researchmethods to deeply understand the learning situation of tibetanstudents’culture vocabulary and explore the teaching method of the wordof this category. Based on these things, we can create some theory therelative scientist can use. More than this, we can help chinese teachers inTibet thinking about the promotion of teaching method and makeprogress in students’ ability of study.The paper was divided into four parts:Part I: proposed why I choose this article, and the purpose,significance of this specific studies. Beside this I choose some usefulresearch methods to understand teaching situation of this area. And Idiscussed the purpose and significance of cultural vocabulary teaching in junior high school of Tibet. At last I made the state about the object ofsurvey and research methods.Part II: I have defined some important items, such as culture andword of culture. Secondly, I did some research on the classification ofculture words. Thirdly, I explored the identity of the culture words. Lastbut not the least, I collected the relative paper to help me to know thatwhat should I focused on.Part III: I explored the contemporary situation of the chinese culturewords teaching in Nyingchi of Tibet. Form the angle of the Chinesetextbooks used in junior high school and the learning situation of theTibetan cultural vocabulary learning and teaching ideas and strategies toanalyze and summarize the teaching and learning situation.Part IV: Given the state of this region’s Chinese cultural vocabularyteaching and learning situation, we studied the the teaching methods ofthe chinese culture words and we gave the advice of the learning andteaching method.