A Study On The Relationship Between National Psycho Logical Distance And National Identity Of Primary And Secondary School Students In Tibet

The purpose of this study is to investigate the basic situation of ethnic psychological distance and national identity of primary and secondary school students in Tibet and the relationship between them,to explore the influence of demographic variables,family background and ethnic structure on ethnic psychological distance and national identity of primary and secondary school students in Tibet,and to compare the ethnic psychological distance and national identity of primary and secondary school students in different school environments.The author refers to Chen Jing's 11-20-year-old national identity scale and American sociologist Bogardus' social psychological distance scale,which measures the kinship between ethnic groups.According to the actual situation,the author modifies the problems and forms a 52 topic scale.A questionnaire was conducted among 1035 primary and secondary school students in Grade 5,grade 2 and grade 3 of nine Tibetan schools in Tibet Autonomous Region and the mainland,and 31 Tibetan primary and secondary school students were interviewed.The results are as follows:1.Tibetan primary and secondary school students have relatively close national psychological distance and strong national identity,but there is no significant correlation between national psychological distance and national identity.2.Ethnic identity,grade,student cadre identity,family location,parents' education level,community,school,class,teacher,close friend ethnic structure and the number of Tibetan or Han friends have a significant impact on the ethnic psychological distance of Tibetan primary and secondary school students.3.The education level of parents,the ethnic structure of communities,the ethnic structure of classes,the ethnic structure of close friends and the number of Tibetan or Han friends have a significant impact on the national identity of Tibetan primary and secondary school students.4.There are significant differences in ethnic psychological distance between the Tibetan primary and secondary school students in the region and those in the mainland,and the scores of the Tibetan primary and secondary school students in the mainland are higher than those in the region.There are significant differences in the four sub dimensions of national identity,positive emotion evaluation,negative emotion,self classification and self-concept importance between the primary and secondary school students in Tibet and the mainland,and the students in Tibet are larger than those in Tibet.It shows that running schools in the mainland is conducive to narrowing the ethnic psychological distance of primary and secondary school students in Tibet and strengthening their national identity.5.There is no significant difference in the ethnic psychological distance between the Tibetan junior high school students and the senior high school students.The scores of senior high school students in the ethnic psychological distance scale are higher than those of junior high school students.There was no significant difference in the total score of the national identity scale between the Tibetan junior high school students and the senior high school students,but there was significant difference in the dimensions of positive emotional evaluation and self classification.The score of junior high school students was higher than that of senior high school students.On the basis of the research results,this paper finds that there are some problems in the current national identity education and national unity and progress education in Tibet's primary and secondary schools,and puts forward corresponding countermeasures and suggestions: First,we should actively promote mixed schools and mixed classes,and strengthen exchanges and exchanges among young people;Second,we should pay attention to the national structure of teachers in the construction of teachers;Third,the form of national unity education activities is diversified,combining theory with practice;Fourth,we should attach importance to the role of family in narrowing the national psychological distance and strengthening the national identity of students.