The Investigation Of The Adaptation Of Senior High School Teachers And Students In Tibet To The New Curriculum Reform On Chinese

Currently, competition in comprehensive national strength isincreasingly reflected in the talent competition, whereas talentdevelopment is largely associated with school education. Therefore, thereform of school education to promote student development has been thefocus of national attention.The stream of reform has been undertaken around the world.Increasing scholars and experts have found that Chinese basic educationhas its problems and traditional Chinese education is meeting greatchallenges. The globalization of the global economy and politicalmulti-polarization make China face an intenser competition in the world.And in order to have a shoe, China also triggers its reform with thecurriculum as the core.Although the new curriculum reform meet with a lot of questions inChina, it has made some achievements, such as the transformation ofteaching concept, richer teaching approaches, more humane teaching role, improved studying ability, broadened thought of learning and bettercomprehensive quality. The stream of new reform on curriculum hasmade the Education Department of Tibet, in2010, plan to implement it insenior high schools in the autonomous region. Compared to the inland,does the implementation of the new curriculum reform go on well? Is iteasy for senior high school students and teachers to adapt to thecurriculum reform on Chinese? What problems have they met during theimplementation? These questions drive the investigations on teachers andstudents in five senior high schools in Lhasa, Nyingchi, and Shigatse inTibet in this paper to get close to their adaptation situation to the newcurriculum reform on Chinese, to probe to the problems during theirimplementation, and to give constructive suggestions concerning theproblems in the research.This paper is divided into four chapters:The first chapter is introduction which includes causes of the topic,significance, logic and methods of the research, as well as the relatedliterature review.The second chapter is the examination of the reality. Questionnaire,literature, interview and observation approaches are used to carry thestudy on the adaptation of senior high school teachers and students inTibet to the new curriculum on Chinese. The research on teachersincludes new concept, new textbooks, new teaching methods, new assessment, overall feeling, etc. While that on students involves theappreciation level, new textbooks, new learning styles and assignmentforms. The conclusions are as follows.On Teachers: the new concept of the curriculum reform has beenlargely accepted by the senior high school Chinese language teachers; theadaptation of them to the textbooks has improved; the turn from the“knowledge instructor” to the “promoter of student’s study” need to bemade by them; the application of the teaching methods advocated in thecurriculum reform is inadequate among them; The new assessment isaccepted only theoretically but not practically in the teaching.On students: the interest of senior high school students in Tibet inlearning Chinese is sound; they do not adapt well to the current textbookson Chinese; mechanical studying is still dominant; they have not beenwell used to the assignment forms advocated by the new curriculumreform.The third chapter is the reason exploration. In this chapter, analysisof the elements affecting the adaptation of teachers and students there tothe new reform on Chinese is carried through assessment system,educational resources, teacher’s competence and textbook compiling.On Evaluation System: lack of an assessment system on teachersfitted to the new curriculum reform; lack of an assessment system onCollege Entrance Examination fitted to the new curriculum reform. On Educational Resources: the resources of Chinese languagecurriculum are scarce; uneven distribution of educational resources inTibet is quite prominent; the theoretical guidance and technical supportfrom the educational research institutions on the senior high schoolChinese-teaching teachers are scarce.On Teacher’s Competence: the teaching style of the Tibetan seniorhigh school Chinese language teachers has not undergone a fundamentaltransformation, and the specialization of the teachers needs improvement;the current training programs on teachers of all levels are not fruitful.On Textbook Compiling: lack of characteristics of the local race andlocal regions; tendency of urbanization in inland orientation is serious.Chapter four is measures and suggestions. Constructive suggestionshave been made on educational administrative department, teachersthemselves and schools based on the problems revealed in theinvestigations on teachers and students.On Educational Administrative Departments: balance the financialinvestment on key senior high schools and the ordinary ones, and focuson the balanced development of the senior high school education; payattention to the regional nationality and regional characteristics whilecompiling the textbooks, and get rid of the urbanization and inlandorientation tendency in the textbook compiling; build up a new system ofcurriculum reform in line with the characteristics of senior high school students in Tibet.On Teachers: get down to the practical situation of the Tibetanstudents, and make teaching plans based on the actual number of thestudents; develop surrounding resources of Chinese language curriculum,and enrich the class content and form; continuously upgrade theoreticalteaching quality, and transform fundamentally the teaching methods.On Schools: reinforce the pre-service training on teachers, and raisequalification level to become senior high school teachers in Tibet;cultivate and train bilingual teachers, encourage Chinese teachersimprove their Tibetan language competence; activate the principal servicefunction and construct a cooperative culture for teachers...