The Action Research On The Effectiveness Of Tibetan And Chinese Bilingual Teaching Design

Bilingual education is an important component of national education.With the promulgation and implementation of bilingual education policies in different periods of our country,bilingual education has made great achievements.But there are still a series of realistic problems in bilingual teaching,the teaching design of Tibetan Chinese bilingual teachers lack of the situation about students' learning,which is the contradiction between teachers' teaching and students' learning.In the research literature about bilingual education and bilingual teaching,it can be found that there are more separate research on the design of effective teaching,bilingual teaching,and less the two fusion research on bilingual teaching design effectiveness.Based on this,this study choose two Tibetan and Chinese teachers design teaching reform by action research method in three stages of progressive continued from early September 2016 to early December.Specifically,the action research was done with specific physical analysis,classroom observation and interview methods to obtain detailed information to carry out.In order to realize the effective teaching design step by step,in the first two stages,the teaching design of each class is carried out with the two teachers respectively,while the third stage is the action of the two teachers.We choice the six classes of teaching design from the representative of the Tibetan and Chinese language classes in each stage as the study in the three stages of the specific process of action and the effect of implementation.The effectiveness teaching design,which is a student centered and learning oriented design,is an important way to change the present situation of Tibetan and Chinese bilingual teaching and it can form a scientific teaching view and learning view.This study reflects on the effectiveness of instructional design strategies,research materials and researchers.In this study,the effectiveness of instructional design strategies,research materials and researchers are reviewed.Firstly,it was reflected from the effectiveness of teaching design strategies,such as the teaching objectives,classroom teaching,teaching process,teaching methods,classroom activities,teaching reflection and so on.Secondly,the research materials was reflected.Tibetan language lesson plans,student assignments and other information with the help of students,teachers,error correction,self verification,will inevitably be data errors and limitations.Thirdly,the researcher's reflection on the researcher about the study.The researcher's reflection from how to enter the field of research;how to receive the teacher's trust;how to walk into the students' mind and wandering between the "outsider" and "insider" melancholy.Finally,on the basis of reflection on action research.Based on the disadvantages of the traditional teaching design,in order to achieve effective teaching and learning,it was encouraged teachers to change their teaching obsolete concept,which is from the Teacher centered teaching design to student-centered learning teaching design,and stimulated the students to obtain knowledge and skills,learning process and methods,cultivated creative and emotional attitude the core values and literacy development,the generation of effective learning.