The Investigation Of The Influence Factors And The Educational Countermeasures On National Identity Of The Tibetan Adolescent Students In Gannan

After a questionnaire survey of1104school students of Tibetan adolescents andinterviews with24students, the author analyzed the national identity of Tibetanadolescent students in Gannan area from the overall and the different dimensions. Thepaper also analyzed the influence factors on national identity of Tibetan adolescents’students. The main conclusions are as following:1. Overall, the national identity of Gannan Tibetan young students is relativelyhigh. From different dimensions, their national identity of cognitive dimension is thehighest, followed by emotional dimension, and finally the evaluation and behavioraldimensions, in addition, the national identity in the evaluation and behavioraldimensions is consistent.2. In terms of national identity, there are significant differences between men andwomen on the national identity and on its various dimensions. The national identity ofthe girl adolescent students is higher than that of the boy adolescent students.3. Different from the previous research, there is no influence of parents’ Tibetancultural background on the national identity of Tibetan adolescent students.4. In terms of interpersonal relationships, Tibetan adolescent students’residentialvillage or community and friends making both have influence on their nationalidentity. But because their village or community is the Tibetan area where people liverelatively concentrated, so its impact on young students’ national identity is notsignificant, but friends making is a significant impact on their national identity.5. In terms of language, whether from the amount of the time that they havespent in learning Chinese or from the level of their Chinese, both have significantdifference on national identity and different dimensions.6. By understanding the Chinese language condition of the Gannan Tibetanadolescent students, we also learn about that some local ethnic school teachers can’tspeak Chinese individually, but others have no problem in Chinese spoken. However,in actual teaching, the teacher’s using of Tibetan-Chinese bilingual teaching is notoptimistic. 7. Different teaching models have significant influence on the national identity ofTibetan adolescent students. And the national identity of Tibetan adolescent studentswho receive the Chinese dominated teaching model is significantly higher than that ofthe students who receive Tibetan dominated teaching model.8. Activities of patriotism education have important influence on the nationalidentity of Tibetan adolescent students.9. Campus culture plays an important role in helping Tibetan adolescent studentsform positive national identity emotionally.Based on the analysis of the above problems, the author proposed someinterrelated countermeasures and suggestions to strengthen Gannan Tibetan nationalidentity education of young students,including: to strengthen the attention ofeducating national identity of Tibetan adolescent students in Gannan area fromdifferent dimensions; to pay attention to the education of national identity of Tibetanboy adolescent students; to encourage Tibetan adolescent students to attend in generalschool in order to increase their opportunities to communicate with other ethnicstudents, which can enhance their sense of national belonging; to attach importance tothe open of the Chinese course so as to improve the spread of national commonlanguage in Minority Areas; to improve and strengthen the teachers’ ability ofbilingual teaching in Gannan area;ethnic schools continue to put the Chinese-teachingmodel and Tibetan-teaching model into practice in Gannan Area; develop patrioticeducation by activity of Young Pioneers or Communist Youth League; to give fullplay to the recessive educational function of campus culture, to cultivate a sense ofnational identity of Tibetan adolescents.