Investigation And Research On The Professional Development Of Tibetan And Chinese Bilingual Science Teachers

For many years,the quality of minority science education is on the low side,which affects the development of minority areas.The key factor to affect the quality of national science education is the level of teachers.This study investigates the professional development of bilingual science teachers in the second class bilingual mode(Chinese teaching chemistry)in ethnic middle schools in Gannan,which is helpful to strengthen the bilingual teachers of science in ethnic middle schools and to improve the quality of bilingual teaching in science.On the basis of analyzing and drawing lessons from the existing research,this study synthetically applies questionnaire survey,interview observation and classroom observation to discuss and define the connotation of the professional development of bilingual science teachers.Based on this,the theoretical analysis framework of bilingual science teachers’ professional ability is constructed.Secondly,the present situation of bilingual science teachers’ professional development is investigated and studied under the second-class model of Gannan National Middle School,and the problems of teachers’ professional development are revealed.Finally,it analyzes the factors that affect the professional development of bilingual science teachers,and puts forward the strategies and suggestions to promote the professional development of bilingual science teachers in national middle schools.The main conclusions of the study are as follows.First,bilingual science teachers’ professional competence in ethnic middle schools consists of bilingualism,cross-culture and science.Teachers’ bilingualism competence involves bilingualism and communication and adaptability,teachers’ cross-cultural competence involves multiculturalism and multicultural knowledge,and teachers’ professional ability in science mainly involves professional beliefs.Professional knowledge and teaching implementation ability in three aspects.Secondly,under the guidance of "Bilingual Teaching Theory" and "teacher Professional Development Theory",and referring to the existing research on the current situation questionnaire of Bilingual Science Teachers’ Professional Development in the second Class of National Middle School,it has a good reliabilityand validity.It has certain reference value to carry on the related research to other regions.Thirdly,115 bilingual science teachers in 5 ethnic middle schools in Gannan were investigated.The data were analyzed by SPSS22.0,and the conclusions were obtained by comprehensive interview and classroom observation.The results show that there are few research-oriented teachers with higher academic qualifications in the second class of bilingual science teachers,and the phenomenon of cross-specialty teachers is common,and most of the teachers have a high level of Chinese in bilingual ability.Most teachers have a deeper understanding of the history,culture and customs of the Chinese nation,but they lack a comprehensive understanding of Tibetan culture and history.In terms of their professional ability in science,teachers generally lack an understanding of the theories and methods of science teaching.Although some teachers have certain experimental teaching consciousness and skills,it is often difficult to carry out effective experimental teaching because of the tight class hours and the lack of experimenters.Fourth,the main factors affecting teachers’ professional development are lack of teaching materials,experimental equipment and multimedia conditions,the theme and purpose of school-based teaching and research activities are not strong;The weak utilization and development of curriculum resources restrict teachers’ professional development and lack of effective bilingual teaching theory and strategy training.Finally,according to the problems found in the investigation of the professional development of bilingual science teachers in the national middle schools of Gannan under the second class model,the strategies and suggestions for promoting the professional development of bilingual science teachers are put forward.