拉薩市城關區(qū)小學藏漢雙語教學研究
發(fā)布時間：2018-12-24 08:21
【摘要】：雙語教學是世界范圍內(nèi)基礎教育改革的一個潮流,實施雙語教學是實現(xiàn)多元文化發(fā)展的有效手段,在民族地區(qū)實施民漢雙語教學亦是我國民族教育的重要組成部分。西藏自治區(qū)是我國生態(tài)安全屏障、更是南亞大通道;但由于其自然環(huán)境獨特,平均海拔4000米以上,高寒缺氧、地廣人稀,交通不便,西藏教育發(fā)展相對滯后,相關的藏漢雙語教學研究較為薄弱。本研究在考查西藏雙語教學已有成就的基礎上,分析了拉薩市城關區(qū)小學藏漢雙語教學的現(xiàn)狀、存在的問題、成功的案例以及相應的解決辦法,以期為藏漢雙語教學在拉薩市城關區(qū)小學的有效實施、提高西藏雙語教學的成效提供實踐支持。本研究以唯物主義為指導,綜合運用文獻法、訪談法和觀察法以進行實證研究并得出一些結論:從國家到西藏自治區(qū)各級政府高度重視西藏自治區(qū)藏漢雙語教學。拉薩市城關區(qū)的藏漢雙語社會環(huán)境較好。小學適齡學生的漢語基礎整體進步明顯但還有一部分較為薄弱。拉薩市城關區(qū)小學的藏漢雙語教學模式均為“漢+藏”模式。城關區(qū)各小學藏文教材為五省區(qū)編教材,語文教材為全國統(tǒng)一的人教版教材,部分學校已經(jīng)或開始編撰藏漢校本教材。城關區(qū)小學(拉薩市師范附屬小學除外)藏漢雙語教師由城關區(qū)教體局分配,教師數(shù)量基本能夠滿足學校需要。藏漢雙語教師的培訓機會較少。雙語學生們的藏漢雙語實際應用能力較好,藏文成績略高于語文成績;城區(qū)小學和城郊小學學生藏漢雙語的掌握程度有一定差異。西藏自治區(qū)拉薩市城關區(qū)小學階段藏漢雙語教學經(jīng)過數(shù)十年的努力已取得顯著成效,同時存在不足。對此,可以分別以海城小學和白定小學為參照。
[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.
【學位授予單位】：西藏大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：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.
【學位授予單位】：西藏大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G752
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