Research On The Present Situation And Countermeasures Of Science Teaching In Tibetan Middle Schools

The quality of science education in Tibetan area is of great significance to the economic development and social progress in Tibetan area.This study firstly analyzes the characteristics of the development of science teaching in Tibetan middle schools by integrating the theories of multicultural education and teacher professional development,discusses the connotation and structure of the professional quality of science teachers in Tibetan middle schools,and constructs the theoretical analysis framework of science teaching in Tibetan middle schools.Secondly,taking Tibetan middle school science teachers and students as the research object,make a large-scale panoramic scan of the current situation of Tibetan middle schools' science teaching.Thirdly,analyze the factors that influence the science teaching in Tibetan middle schools and constructs the model of the factors.Finally,the paper puts forward some countermeasures and suggestions to effectively solve the problems of science teaching in Tibetan middle schools.The research shows that,firstly,the characteristic of science teaching in Tibetan middle schools is that the goal should be to develop students' core competencies of science subjects and to inherit excellent Tibetan culture.The content should highlight the STSE education concept through local knowledge.Secondly,the professional quality of science teachers in Tibetan middle schools includes four aspects: moral quality,value quality,teaching quality and language quality.Moral quality and value quality are teachers' basic understanding of science teachers and teaching in Tibetan middle schools,from the aspects of concept to guide the teachers' teaching activities,teaching quality is a behavior in teaching,language quality is a special quality in a multicultural environment in national regions.Thirdly,there are a large number of science teachers in Tibetan middle schools,including young teachers and teachers with primary and intermediate titles.Science teachers' academic qualifications are basically up to the standard,but some schools teaching science with Tibetan are still short of science teachers.Middle school science teachers in Tibetan area have relatively high moral and language literacy,but relatively low value literacy and teaching literacy.Tibetan students' science performance is generally low;Students' language ability is relatively good,but their learning style is relatively poor.Science curriculum standards and teaching materials are not closely related to Tibetan students,and the laboratory is not well used.There are the following problems: unreasonable structure of science teachers,problems in teacher training system,imperfect promotion and reward mechanism;Teachers lack enthusiasm for work and have a poor understanding of the value of science teaching.Lack of multicultural education related concepts,subject teaching related concepts of insufficient understanding;There is a cultural maladjustment in guiding students to learn.Students' Chinese application level is low;The learning style of science subjects is relatively single,traditional and passive.Students are afraid of science subjects and perform poorly in the preparation before and review after class.The school provides insufficient conditions,the student family study atmosphere is insufficient.Teaching is difficult to meet the requirements of curriculum standards.Fourthly,the internal factors of science teaching and education system in Tibetan middle schools include the guidance of education policies at the macro level,the imperfect promotion mechanism at the middle level,and the low professional quality and limited learning conditions of science teachers at the micro level.Educational ecological environment factors include the serious lack of invisible resources caused by the social form,the weak cultural atmosphere of science learning in Tibetan areas,and the insufficient ability of students to use Chinese.Therefore,some Suggestions are put forward from the aspects of constructing the training system of science teachers in middle schools in Tibetan areas and improving the management system of teaching operation.