Study On Difficulties And Solutions For Type One Teaching Mode In Tibetan Region Of Sichuan

Type one teaching mode of Tibetan region is in the school educationexcept the language subject other all the subjects taught in mother tongue language.Paper used the literature, field surveys, questionnaires and interviews and other methods,to discuss the problems, reasons and solutions of type one teaching mode in Tibetanregion of Sichuan.This study divided into five steps to achieve. General introduction, introduced thetype one teaching mode’s transformation in Tibetan region of Sichuan, discussed thechallenges and difficulties in implementation of type one teaching mode, keep andrespected principles during the implementing of type one teaching mode in minorityareas (Tibetan), as well as the final reflection for education.The first section divided into six parts below: Reason of this study, domestic andinternational policies on human language, the concepts defined in this study, the ideasand study methods, purpose and meaning of the study, as well as the present studyliterature review summarized.The second section is transformation of type one teaching mode in Tibetan regionof Sichuan, this section divided into three aspects following show. First is introductionfor all of the primary and secondary schools in Tibetan region of Sichuan. Second istransformation of language teaching mode from beginning to now in Tibetan region ofSichuan. The third one is the achieved accomplishment by type one teaching mode inTibetan region of Sichuan.The third section is to discuss the issues and challenges during the implementationof type one teaching mode in Tibetan region of Sichuan. We are going to divide for twoparts to discuss. One is type one teaching mode’s difficulties and challengesencountered in schools; this part described by three aspects, which are teachers, textbooks and students. Second, type teaching mode’s difficulties and challengesencountered in society. This part is mainly realized through the following two aspects,one is local people’s understanding of the type one teaching mode; another is localdecision-makers’ understand of type one teaching mode.The fourth section is to respect the principles during the implementation of thetype one teaching mode in minority areas (Tibetan). Six areas need to improve belowshow: First, strictly implement the "Constitution" and the relevant national regulationsand policies. Second, local conditions, remember,"One size fits all" cannot be ignoredregional and national character of Tibetan education. Third, we must be realistic, followthe law of education. Four is a reasonable convergence model based MOI schooleducation segment. Five is not at liberty to transforming teaching language patterns, tosteadily. Six local people (parents and children) to understand all forms of educationand their own related, educational policy makers and implementers sure to makescientific decisions impartially.The last part of this study is to reflect on education, mainly in the following twoaspects to describe. First, education doesn’t have limit of time and space. Second,objectively treat education is the responsibilities of every educated people.