Research On The Problem Of Tibetan-chinese Bilingual Education In Kindergarten Of Ethnic Minority Region

With the coexistence of multicultures and the frequent blending of national cultures,nowadays language is becoming more and more important.It is the link to shorten the distance,makes people understand each other and learn different languages and cultures,which helps us understand the wider world.The frequent language communication inevitably leads to the emergence of bilingualism,the calling of bilingual education and cultivating bilingual talents have become overwhelming.Preschool children are in the critical period of language learning,as we can see from the theory of child language acquisition,such as the theory of critical period and the second language acquisition theory,which prove that bilingual education in kindergarten can promote children’s development of language,cognition and sociality.These theories certify that it is necessary to develop bilingual education in kindergarten,and it has become one of the hot topics in preschool education.China is a multinational country.As one of China’s oldest minorities in china,Tibet has long history and splendid culture,and bilingual education has been practiced in Tibetan areas for decades.Tibetan area of Sichuan is the second largest Tibetan region in china,bilingual education of kindergarten in Tibetan autonomous prefecture of Garzê has become the bottleneck that restricts the development of preschool education in Garzê,so far there has been no systematic study on bilingual education in kindergarten.Therefore,the author chooses Tibetan Autonomous Prefecture of Garzê as the research area,which is the integral part of Tibetan area of Sichuan.This paper focuses on the study of Tibetan-Chinese bilingual education problem of kindergarten in this region.This paper focuses on the current situation of Tibetan-Chinese bilingual education of kindergarten in Garzê,firstly,designed suitable questionnaire,observation form and interview outlines according to previous studies,and then the researcher interviewed kindergarten principals and teachers,observed bilingual education activities in kindergartens to collect relevant information and data.Next,according to the data analysis result,and combining the field research and the literature research,presented current status and problems from seven parts,including kindergarten teacher condition,bilingual educational goal,bilingual educational method,bilingual educational content,bilingual educational implementation,and bilingual educational effect.Finally,analyzed the factors that affect Tibetan-Chinese bilingual education in kindergarten,and put forward the corresponding tactics.Based on the questionnaire and field research,the author found that Tibetan-Chinese bilingual education in Garzê has gotten certain achievements in kindergarten number,infrastructure and environment,bilingual teachers,educational goals,bilingual teaching materials and implementation systems and so on.But there are also many problems existing as following: first,the lack of basic supporting facilities,and there is a large gap between urban and rural areas in infrastructure;second,the lack of special local teaching materials,and poor integration of education;third,the lack of special physical environment,and poor integration of educational content;forth,the shortage of bilingual teachers and the low level of teachers’ professional level;fifth,The educational goal is comparative monotonic,and the local suitability is relatively poor;sixth,the form of educational organization is comparative monotonic,and the tendency towards primary school is serious;finally,there are no standards of bilingual education evaluation about children and bilingual teachers.In the light of the factors arising from the above problems,the author mainly makes a detailed analysis and puts forward the following strategies: first,clarify the government’s leading responsibility for bilingual education in kindergarten,which includes improving the management mechanism of bilingual education of kindergarten,clarifying the purpose and direction of bilingual education in kindergarten,and strengthening the construction of bilingual teachers in kindergarten;second,promote the professional growth of bilingual teachers in kindergarten,it mainly includes improving the professional level of bilingual teachers,and cultivating the self-reflection ability of bilingual teachers on their bilingual educational activities;third,improve capability of bilingual education implementation in kindergarten,including the science conception of bilingual education,and some suggestions on strengthening bilingual implementation management in kindergarten.