A Case Study Of Tibetan Students' Chinese Autonomous Learning Ability In Tibetan Universities

One of the lifelong goal of education is to help people to establishthe concept of lifelong learning and master the skills of independentlearning. Affected by the traditional education model, and teachingphilosophy, teaching environment, teaching conditions, livingenvironment, and geographical differences in a variety of reasons,currently, there are many ethnic minority learners lack the capacity forself-learning, just chew on textbooks, teachers highly dependent, passiveto meet the teaching requirements of the teachers rather than teachingcontent and disciplines outside the active pursuit of knowledge,capacity-building, interdisciplinary research, further studies to developtheir own, this situation is worrying. How to improve the knowledge andability of minority students in remote areas, border and minority teachinglevel and teaching quality,"lifelong education" and "lifelong learning"new philosophy of education, independent learning ability of minoritystudents the training to improve the comprehensive quality of theminority areas of education, culture, science and technology and thepeople has far-reaching historical significance, is an important way topromote the development of frontier education.Since ancient times, China is a multi-ethnic country, many peopleshave their own spoken and written language. Various ethnic groups livein harmony and working together for the prosperity and development ofpeoples and nations make a significant contribution. In our history, fromthe Qin Dynasty national integration to the founding of New China, theHan nationality and gradually formed a condensed core. The populationof Chinese with its use, using a wide range gradually become a commonnational language. All ethnic minorities in the grasp of the basis of their own mother tongue, in order to communicate with each other in variousfields of social life, communication, development, and need to learn anduse Chinese. Chinese language teaching in minority areas is verynecessary. In Tibet, the Chinese language is an important tool. Languagelearning, the Tibetan people have a rich scientific and cultural knowledge,you can have more opportunities out of Tibet, to broaden their horizons,and the construction of Tibet. To strengthen Chinese language teaching isnot only the development needs of the Tibetan students, but also theneeds and stable development in the Tibet Autonomous Region, is theneed of national unity.Chinese language teaching, and improve the quality of teaching, it isextremely important to the mainland to study Tibetan Students. The sametime, a higher demand for workers in this specialized field of teachinglanguage teaching, Although the current language teaching there is moretime-consuming, low efficiency, a common problem, the number ofTibetan students in Chinese teaching situation is the same no exception,but it does not mean that we can only hope that stop stagnating. ExistingChinese standards of the Tibetan students to study and analyze theChinese learning psychology, combined with their character, and exploreteaching law, strengthening quality education, to achieve individualized,which is something that every one in the Tibetan students of Chineselanguage teaching workers to face and must consider the real problem.College of Liberal Arts of Tibet2010Tibet division (2) classes forthe survey, analysis of issues related to Tibetan students of colleges anduniversities in Tibet Chinese Learning. The article is divided into fivemain chapters.The first chapter overview of the theory. Talked about the meaningof the independent study; research status; theoretical basis forindependent study. Constructivist learning theory, consist of proximal development, Learning motivation theory, cognitive learningself-regulated learning theory.The second chapter to learn the status of autonomy for Tibet'scolleges and universities Chinese. Introduces the concept of independentlearning ability of college students; to cultivate the ability to learn theimportance of colleges and universities Chinese in Tibet; the nature andcharacteristics of Chinese language teaching in Tibetan areas; TibetChinese learning the problems. Including improper motivation andlearning methods, the impact of traditional teaching methods, the lag inhigher education curriculum construction.The third chapter is the focus of this article chapter. ChineseLearning study Tibetan students of colleges and universities in Tibet,Tibet University, College of Liberal Arts2010possession of the division(2) classes, for example. First introduced the objectives of the survey, thesurvey, the survey content. Statistics and analysis on the results of thesurvey. Including learning motivation, Cognitive learning strategies,self-regulated learning, learning time management and academichelp-seeking, teachers of students' independent learning ability, studentsself-evaluation.The fourth chapter of the article is the investigation and analysis, andindependent learning ability of countermeasures proposed to train collegestudents in Tibet. Countermeasures in curriculum reform and institutionalinnovation, there are changes in educational concepts, improve teachingmethods and teaching methods, reform of the curriculum system and thecourse content, strengthen the practice teaching. Stimulate students'interest in Chinese students' enthusiasm in the training, emphasis on thecontinuity of learning, expanding Chinese space for learning. Finally, to maintain the correct concept of ideological education, to cultivate thepatriotic spirit of the Tibetan region.The last part is the concluding part. Previously, the analysissummary.