An Narrative Research On Professional Groth Of Chinese Language Teachers In Tibetan Primary School

In the Primary and secondary schools of ethnic minorities, the successful ofbilingual teaching is dominated by the quality of Chinese teaching, which is the key tosuccess of Chinese language teaching. Chinese language teachers’ professionalgrowth of minority schools have a very important significance. In this paper, narrativeresearch methods is employed to select four Chinese language teachers of differentethnic,gender,seniority in X Primary School of Xiahe in Gannan Tibetan AutonomousPrefecture, The author analyzed the teacher’ through on-site observation, physicalcollection and other methods to collect information data during the process ofdesecripting deeping the details and facts of the recombination stories.The study is divided into si sections. The first part introduces the origin and theproblems to be studied, as well as the purpose and significance of the research in thisstudy. The second part of the existing literature on the comb. The third part of thestudy subjects, ideas and methods of the study and the rationale for the study wereintroduced,and the research into the field to gather and collate and consider researchethics research data were discussed. The fourth part of the four Chinese languageteachers’ professional growth process has been narrative. The fifth part of the storythrough the four teachers was analyzed. The sixth through a process of professionalanalysis of four teachers, summarized the revelation of minority bilingual schoolChinese language teachers’ professional growth.The result shows that there are some similar factors and obvious personalitiescharacterities as well as from the stories of four treacheries professional growthFour teachers embodied in common is their growth phase in accordance with the lawof growth of the general development of teachers, but due to the different levels ofseniority, efforts and growth as well as the difficulties encountered in the course oftheir own development aspirations are not the same, and most importantly, because ofthe different language, resulting in their different characterizes in professional growthMaking a comprehension survey of the four teachers ’ professional growth, personalfactors are the main factors affecting teachers’ professional growth, including the right education philosophy, wisdom and wealth of expertise and willingness to developtheir own language is an important factor affecting teachers’ professional growth.Meanwhile, the environment in which individual teachers’ growth, and somesignificant figures also had some impact in the professional development process. Thepersonality characterizes of emotional are as follows: Cai Zangcao professionalgrowth during the most significant changes in professional and emotional; Ga Zangjienhance teachers’ professional knowledge and expertise is her specialty as the mostsignificant process features; Baixue is to consolidate her teacher professional growthmainline; Malong is different to other three teachers, in lacking in his expertise,professional standards, professional competence and professional ideals, he needs tobe further improved in these areas.