Chinese Identity Educational Research On Tibet Mainland Vocational Students

To accelerate the development of Tibet, as well as speed up the training ofpersonnel of various types of construction in Tibet, our country has strongly support thedevelopment of education in the Tibet Autonomous Region. Since1984, our countryheld Tibetan classes (school) based on the mainland part of the conditions better,stronger school teachers.As the implementation of the policy has been nearly30years,Tibet has made great progress in education.Then our country decided: Since2010,every year some provinces and cities in the Mainland national key secondary vocationalschools (including secondary College Division) held Mainland Tibet vocational classes(including kindergarten classes).At present, China’s Tibet vocational learning classstudents have a million people, and the number is increasing year by year. Because ofthe special cultural, historical background, Tibetan students compared with mainlandstudents in language, ways of thinking, personality, behavior and other exchanges havemany different characteristics. Plus, due to the lack of understanding between eachother, Tibetan students often occur conflicts with mainland students just for the littlethings, even fight, they blame the conflict as "ethnic problems between the Han andTibetan" those things seriously affected the campus harmony and national unity. As theTibetan students’ level of their national identity is very high, under the stress in the newenvironment, in order to adapt to the mainstream nation, they must establish the identity of the Chinese nation. Therefore, according to the characteristics of groups of studentsfrom Tibet, we must expand the recognition of Tibetan Students in Chinese nationaleducation, put it as one of the core task, and continue to enrich its content and expandits implementation carriers.This paper draws on the theories of sociology and psychology research withnational (ethnic) identity to study the "Chinese identity".The first part is about theChinese identity survey of Tibetan students, including a Tibetan vocational classes inGuangzhou case study analyzed the status of the national identity and the effect ofChinese identity education.Then propose strategies to strengthen the education ofTibetan students of Chinese identity, including full use of "The knowledge of nationaltheory" course of education, to enhance students’ understanding of the Chinese nation;effective use of educational activities to promote the improvement of Chinese identity;full expansion of the social practice of education, to promote the concept of Chinesenation being popular; build an effective media platform to strengthen all-roundeducation, and Han-Tibetan twinning use to achieve two ethnic become a family.Finally,“Chinese identity” education should be concerned about seven part concludingthe healthy development of the students’ personality; grasping students’ character; thehealth of students’ development of psychology; solving students’ personal development;grasping the right time; strengthening twinning activities and seizing ethnic origin incommon.