Investigation Of Tibetan-Chinese Bilingual Kindergarten Teacher Induction Adaptation

In recent years, as the field of preschool education get more and more attention to preschool education in the minority areas have also been get more and more attention from scholars. And the difficulties of preschool education in the ethnic minority areas is the preschool bilingual education, preschool bilingual education development of the difficulty lies in the preschool bilingual teachers. To develop the minority areas of preschool education, the teachers, is very important. The new teacher is fresh blood and power to the development of kindergarten, the new teacher induction of adaptation, is also a problem we have to focus on.This paper aims to combine the actual situation, on the basis of the distance from the north sea to the Tibetan autonomous prefecture in qinghai province tibetan-chinese bilingual kindergarten teachers in 113 issued by questionnaire and interview, from seven dimensions, namely, professional ability, bilingual teaching, self-adaptation,professional identity, professional development, peer guidance and interpersonal adaptation, to understand and analysis the entry to adapt to the situation of tibetan-chinese bilingual teachers in kindergarten. Through data analysis found that the entry adaptation level of tibetan-chinese bilingual teachers in kindergarten has the following characteristics:(1) the overall adaptation level is not high, scoring average of only 3.00, including interpersonal adaptation top scores on this dimension, adapt to the situation, the best professional development this dimension scored lowest, adapt to the worst.(2) as the growth of the teaching experience, teachers' induction adaptation level dropped, and the professional identity this dimension in a straight line down trend.(3)teachers of different professional background in bilingual teaching in this dimension exists significant difference.Through the analysis of tibetan-chinese bilingual teachers in kindergarten orientation to adapt the following problems:(1) the tibetan-chinese bilingual teachers in kindergarten into position to adapt to the overall performance and other studies the entry to adapt to the performance instead of the ordinary kindergarten teachers.(2) the tibetan-chinese bilingual kindergarten teachers in professional development to adapt to the situation is grim.(3) tibetan-chinese bilingual kindergarten teacher mentoring role is limited.(4) tibetan-chinese bilingual teachers in kindergarten on bilingual teaching adapt to the different professional background difference is significant.In conclusion on the basis of data analysis, and according to the analysisconclusion, put forward the corresponding Suggestions and strategies:(1) provide channels for teachers to participate in training the opportunity to learn.(2) the home cooperation, let parents know more about the kindergarten teachers' work.(3) teachers through a variety of growth path, enhances own bilingual levels. Through investigation and research of this paper, to help in the phase of orientation to adapt to teachers, to adapt to the work as soon as possible, competent for job requirements, to achieve professional development, for our country to contribute tibetan-chinese bilingual education in kindergarten is a little.