Investigation On The Status Quo Of Post-employment Integration For Bilingual Teachers Of Tibetan-Chinese Science

Bilingual education of Tibetan-Chinese science has always been the focus in the field of education,and the difficulty part of improving the quality of basic education in ethnic areas.However,the acquisition of bilingual knowledge of science for students in ethnic areas largely depends on the professional competence of bilingual teachers of Tibetan-Chinese science.Therefore,it is of practical significance to improve bilingual teaching quality of science and facilitate the students' learning in ethnic areas through promoting the development for the teachers' professional competence.This paper is to make a survey by taking the Gannan Tibetan autonomous prefecture of Gansu Province and Xining City in Qinghai as examples,take the present situation of pre-service training and post-service training for bilingual teachers of Tibetan-Chinese science as its content,and present some suggestions and strategies to effectively promote the integration of pre-service training and post-service training for bilingual teachers of Tibetan-Chinese science.On the basis of summing up the research status of bilingual teacher training in science at home and abroad,in this paper,a further research is made about the status quo of post-service training of the teachers ' education based on a questionnaire and interview outline,which are made by the theory of post-service integration of teachers ' education,teachers ' professional development theory and bilingual education theory.It has been researched that the features of the status quo of pre-service training and post-service training for bilingual teachers of Tibetan-Chinese science are as follows,the bilingual normal students of Tibetan-Chinese science are clear about the goal of pre-service training while not being keenly aware of the specific connotation;Pre-service training course content can promote their own development,but the curriculum system still remains to be completed;a majority of teachers can effectively carry out multi-interactive teaching,while some others' teaching and evaluation methods are still relatively monotonous;The knowledge hierarchy and learning method of science bilingual normal students still need to be enhanced;The content of post-service training can basically reflect the concept of science curriculum reform,but the science professional competence,the capacity of teaching and multicultural education need to be lifted;The training methods are diverse,but the experience and case teaching are required to be strengthened;The evaluation method is fairly appropriate,and the top priority should be given to the special issues of ethnic areas;Training is comparatively time-efficient,but it is necessary to improve the effect of the theory applied in practice.There are some problems in the pre-service training and post-service training of bilingual teachers of Tibetan-Chinese science,some bilingual normal students are not clear about the training objectives of bilingual education in science,the curriculum system is yet to be optimized,the teaching methods are relatively single and the teaching evaluation does not represent the multi-cultural perspective.The learning effect of bilingual normal students of Tibetan-Chinese science needs to be improved.The actual training content of post-service training is in short of pertinence and there is a gap between the needs of bilingual teachers in science;The relevance of teaching methods to bilingual teachers in science is yet to be agreed,and the immediate effect from training is obvious,but there is a lack of far-reaching practice.Upon this,this paper is to put forward some time-efficient suggestions on how to promote the post-employment integration effectiveness of bilingual teachers of Tibetan-Chinese science from four aspects of the pre-service integration goal,curriculum setting,teaching implementation and teachers ' self-professional development.