The Research On Tibetan-Chinese Preschool Bilingual Teachers' Teaching Competency

In recent years,with the country increasing support for preschool education,meanwhile,put forward higher requirements preschool teachers.Tibetan-Chinese bilingual teachers as an important part of preschool teachers,their bilingual teaching competency level plays a vital role on Tibetan-Chinese bilingual education in early childhood development.So in reality,what is the Tibetan-Chinese preschool bilingual teachers' s teaching competency situation? What problems and what are the factors?With these problems,the author starts from the present situation of bilingual teaching competency of bilingual teachers in Tibetan-Chinese,and analyzes the problems and influencing factors of bilingual teaching competency.In the end,the author try to put forward the corresponding countermeasures to improve the bilingual teaching competency.In the research,the Tibetan-Chinese bilingual teachers in 18 kindergartens of three counties and villages in Gannan Tibetan area were selected as the research object.Under the guidance of "kindergarten teacher professional standard",and take into account the characteristics of bilingual teaching,the author constructs the teaching competency model of preschool bilingual teachers,which include 5first-level dimensions and 22 second-level dimensions,and on the basis of this model,a total of 160 Tibetan-Chinese preschool bilingual teachers in 18 kindergartens were surveyed,and 7 Tibetan-Chinese preschool bilingual teachers in three kindergartens were observed in 3 kindergartens,and 11 Tibetan-Chinese preschool bilingual teachers were interviewed in 3 kindergartens,meanwhile,taking the physical analysis method,the Tibetan-Chinese preschool bilingual teacher's lesson plans according to the research needs to be analyzed,and then the study of the present situation and reasons of the teaching competency of Tibetan-Chinese preschool bilingual teachers.Through the use of these methods to carry out the research of the present situation of teaching competency of Tibetan-Chinese preschool bilingual teachers.The research founded that the overall situation of teaching competency of Tibetan-Chinese bilingual teachers is at the middle stage of development,however,there are still some problems in the five dimensions of Tibetan-Chinese preschool bilingual teachers' teaching competency,as follows: unclear bilingual teaching targets;lack of knowledge of bilingualism;lack of skills of engaging in teacher;low level and imbalance of bilingual languages;lack of attention and methods;lack of self-development motivation;poor consciousness in teaching reflection,single reflection methods and content.Based on the above problems of Tibetan-Chinese preschool bilingual teachers' teaching competency,the research analyzes the influencing factors from the government policy,the teacher educational institutions,the kindergarten and the preschool bilingual teachers themselves.Finally,according to the problems and influencing factors of Tibetan-Chinese bilingual teachers' teaching competency,the author puts forward the countermeasures to improve the Tibetan-Chinese bilingual teachers' teaching competency,mainly include:improving the policy system to ensure the effective implementation of preschool bilingual teaching;broadening the way of preservice training,reasonably establishing the training curriculum;carrying out targeted and effective post-training;inspiring teachers consciousness.,and improving the bilingual teaching literacy;building the kindergarten culture,and constructing platform for teachers' growth.