| The Tibetan students with advanced cultural knowledge and scientific literacy are the main force in all walks of life.They are the talent pool and reserves in Tibetan-inhabited areas.The special language environment in Tibet makes the Tibetan-Chinese bilingual talents has become a scarce resource.The education quality of Tibetan-Chinese bilingual college students is not only related to the training effect of ethnic minorities talents,but also directly affected the economic and cultural development,national development and social harmony in ethnic minority areas.This article takes 311Tibetan-Chinese bilingual students from Northwest University For Nationalities as the research object to get the information of Student Engagement and learning outcomes of Tibetan-Chinese Bilingual Students,by usingthe rearranged questionnaire A survey on student engagement and learning outcomes of Tibetan-Chinese Bilingual Students.The questionnaire contains learning put into five indexes and self-reported education harvest that referenced from the NSSE-China.The survey results were analyzed by SPSS,comparing the differences between different groups,exploring the input influence factors of outcomes in Tibetan-Chinese bilingual students’ learning,thengetting the model between Student Engagement and learning outcome.Here are several primary conclusions.(1)The performance of Tibetan-Chinese bilingual students’ in the engagement shows the medium level,but it has differences in the lower indicators.Specifically,the investment of them on time and energy in study is short,and they have low activity in the class,also,the students have poor performance on the indicators which needs interact and contact with external environment,such asthe social interaction of Student-Faculty Interaction and the social experience of Enriched Educational Experiences,but they get higher scores on the indicators which related to the peer relationship and student-facultyrelationship,such as cooperative learning,emotional support between student and faculty.Compared with the uneven performance on each indicators of student engagement,it has little differences on each dimension of learning outcome,and the overall distribution is more balanced.They have higher improvement in expression ability of Tibetan than Chinese.(2)The performance of different groups of Tibetan-Chinese bilingual students was analyzed from student engagement and learning outcome.The results show that the total student engagement of Tibetan-Chinese bilingual students has obvious differences in grade,major,administrative divisions of origin and mothers’ educational background.The score of freshman is obviously lower than others.The students have better performance on the total student engagement that who are major in arts,come from prefecture-level city,and whose mother received formal education.There has no differences between different gander,region or fathers’ educational background.In the total harvest,different groups only shows differences in knowledge dimension.The score of freshman is aiso obviously lower than others in learning outcome.(3)The multiple regression model of Tibetan-Chinese bilingual students’ learning outcome shows that the variety of educational experience and the support from school and the surrounding environment play important roles in knowledge,ability and values of the learning harvest.But the influencing factorsof objective School Award are related to the indicators which need the personal effort.Such as Active and Collaborative Learning,Level of Academic Challenge and Student-Faculty Interaction.There are several suggestions according to the deficiencies in Student Engagement and learning outcomes of Tibetan-Chinese Bilingual Students.(1)The school and the teacher should strengthen the guidance on Tibetan-Chinese Bilingual Students,to increase the investmentin learning,improve the academic achievement;(2)The college should encourage the Tibetan-Chinese bilingual students to actively participate in social activities,create the colorful campus life,increase the interaction opportunities between Tibetan-Chinese bilingual students and other ethnic groups.(3)The school and teachers should pay more attention to the positive role of educational environment on students’ learning outcomes,and constantly provide the support for Tibetan-Chinese bilingual students,and strive to cultivate the all-round developedTibetan-Chinese bilingual talents. |
