拉萨市城关区小学藏汉双语教学研究
发布时间：2018-12-24 08:21
【摘要】：双语教学是世界范围内基础教育改革的一个潮流,实施双语教学是实现多元文化发展的有效手段,在民族地区实施民汉双语教学亦是我国民族教育的重要组成部分。西藏自治区是我国生态安全屏障、更是南亚大通道;但由于其自然环境独特,平均海拔4000米以上,高寒缺氧、地广人稀,交通不便,西藏教育发展相对滞后,相关的藏汉双语教学研究较为薄弱。本研究在考查西藏双语教学已有成就的基础上,分析了拉萨市城关区小学藏汉双语教学的现状、存在的问题、成功的案例以及相应的解决办法,以期为藏汉双语教学在拉萨市城关区小学的有效实施、提高西藏双语教学的成效提供实践支持。本研究以唯物主义为指导,综合运用文献法、访谈法和观察法以进行实证研究并得出一些结论:从国家到西藏自治区各级政府高度重视西藏自治区藏汉双语教学。拉萨市城关区的藏汉双语社会环境较好。小学适龄学生的汉语基础整体进步明显但还有一部分较为薄弱。拉萨市城关区小学的藏汉双语教学模式均为“汉+藏”模式。城关区各小学藏文教材为五省区编教材,语文教材为全国统一的人教版教材,部分学校已经或开始编撰藏汉校本教材。城关区小学(拉萨市师范附属小学除外)藏汉双语教师由城关区教体局分配,教师数量基本能够满足学校需要。藏汉双语教师的培训机会较少。双语学生们的藏汉双语实际应用能力较好,藏文成绩略高于语文成绩;城区小学和城郊小学学生藏汉双语的掌握程度有一定差异。西藏自治区拉萨市城关区小学阶段藏汉双语教学经过数十年的努力已取得显著成效,同时存在不足。对此,可以分别以海城小学和白定小学为参照。
[Abstract]:Bilingual teaching is a trend of basic education reform all over the world. Bilingual teaching is an effective means to realize multicultural development, and it is also an important part of ethnic education in China. Tibet Autonomous region is the ecological security barrier of our country, but also the big passage of South Asia. However, due to its unique natural environment, its average altitude is over 4000 meters, cold and hypoxia, extensive land, transportation inconvenience, the development of education in Tibet is relatively lagging behind, and the relevant Tibetan and Chinese bilingual teaching research is relatively weak. On the basis of examining the achievements of bilingual teaching in Tibet, this study analyzes the present situation, problems, successful cases and corresponding solutions of Tibetan and Chinese bilingual teaching in primary schools in Chengguan District, Lhasa. The aim is to provide practical support for the effective implementation of Tibetan and Chinese bilingual teaching in primary schools in Chengguan District of Lhasa City and to improve the effectiveness of bilingual teaching in Tibet. Under the guidance of materialism, this study uses the literature method, interview method and observation method to conduct empirical research and draw some conclusions: from the state to the Tibet Autonomous region, governments at all levels attach great importance to Tibetan and Chinese bilingual teaching in the Tibet Autonomous region. The Tibetan and Chinese bilingual social environment in Chengguan District of Lhasa is better. The Chinese foundation of primary school age students has improved obviously, but some of them are weak. Lhasa Chengguan District primary school Tibetan-Chinese bilingual teaching model are "Han-Tibetan" model. The teaching materials of Tibetan language in primary schools in Chengguan District are compiled by five provinces and regions, and the teaching materials in Chinese are unified in the whole country. Some schools have compiled or started to compile Tibetan and Chinese school-based textbooks. Chengguan District Primary School (except Lhasa normal School) Tibetan and Chinese bilingual teachers assigned by Chengguan District Education Bureau, the number of teachers can basically meet the needs of the school. There are few training opportunities for Tibetan-Chinese bilingual teachers. Bilingual students have better practical ability of Tibetan and Chinese bilingualism, and the scores of Tibetan language are slightly higher than that of Chinese, and there are some differences in the mastery of Tibetan and Chinese bilingualism between urban primary school students and suburban primary school students. The bilingual teaching of Tibetan and Chinese in primary school in Chengguan District of Lhasa, Tibet Autonomous region, has achieved remarkable results after decades of efforts, but there are still some shortcomings at the same time. This can be referred to Haicheng Primary School and Bai Ding Primary School respectively.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G752
[Abstract]:Bilingual teaching is a trend of basic education reform all over the world. Bilingual teaching is an effective means to realize multicultural development, and it is also an important part of ethnic education in China. Tibet Autonomous region is the ecological security barrier of our country, but also the big passage of South Asia. However, due to its unique natural environment, its average altitude is over 4000 meters, cold and hypoxia, extensive land, transportation inconvenience, the development of education in Tibet is relatively lagging behind, and the relevant Tibetan and Chinese bilingual teaching research is relatively weak. On the basis of examining the achievements of bilingual teaching in Tibet, this study analyzes the present situation, problems, successful cases and corresponding solutions of Tibetan and Chinese bilingual teaching in primary schools in Chengguan District, Lhasa. The aim is to provide practical support for the effective implementation of Tibetan and Chinese bilingual teaching in primary schools in Chengguan District of Lhasa City and to improve the effectiveness of bilingual teaching in Tibet. Under the guidance of materialism, this study uses the literature method, interview method and observation method to conduct empirical research and draw some conclusions: from the state to the Tibet Autonomous region, governments at all levels attach great importance to Tibetan and Chinese bilingual teaching in the Tibet Autonomous region. The Tibetan and Chinese bilingual social environment in Chengguan District of Lhasa is better. The Chinese foundation of primary school age students has improved obviously, but some of them are weak. Lhasa Chengguan District primary school Tibetan-Chinese bilingual teaching model are "Han-Tibetan" model. The teaching materials of Tibetan language in primary schools in Chengguan District are compiled by five provinces and regions, and the teaching materials in Chinese are unified in the whole country. Some schools have compiled or started to compile Tibetan and Chinese school-based textbooks. Chengguan District Primary School (except Lhasa normal School) Tibetan and Chinese bilingual teachers assigned by Chengguan District Education Bureau, the number of teachers can basically meet the needs of the school. There are few training opportunities for Tibetan-Chinese bilingual teachers. Bilingual students have better practical ability of Tibetan and Chinese bilingualism, and the scores of Tibetan language are slightly higher than that of Chinese, and there are some differences in the mastery of Tibetan and Chinese bilingualism between urban primary school students and suburban primary school students. The bilingual teaching of Tibetan and Chinese in primary school in Chengguan District of Lhasa, Tibet Autonomous region, has achieved remarkable results after decades of efforts, but there are still some shortcomings at the same time. This can be referred to Haicheng Primary School and Bai Ding Primary School respectively.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G752
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