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Gannan Tibetan and Chinese bilingual education history and development

Author: WangHongYu
Tutor: ZuoXing
School: Central University for Nationalities
Course: Chinese Ethnic Minority Education
Keywords: Gannan Chinese bilingual School Bilingual Education Educational Anthropology Tibetan areas Ethnography Education Development
CLC: H09
Type: PhD thesis
Year: 2010
Downloads: 804
Quote: 8
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Globalization and integration as an irresistible trend of the world has rapidly penetrated into every corner of the world, the world will be faced with a global era that transcends national boundaries. In the era of globalization, the world's multi-ethnic country are faced with the dilemma in the country, it is necessary to encourage the development of multi-cultural, it is feared will lead to secession. A challenge to the cultural diversity of national integration and national conflicts and contradictions of modern education, language education has become a multi-ethnic, multi-lingual country must face and pressing problem, bilingual education has become an inevitable choice. Multi-ethnic, multi-lingual and cultural diversity is one of China's national conditions, China is also facing problems it is necessary to safeguard national unity, but also to promote the development of minority cultural diversity. In the education of minorities on the one hand in order to achieve a smooth entry into the mainstream culture of modern society, to learn their native language and culture at the same time in order to better retain the outstanding minority traditional culture by learning the common language of inter-ethnic country. Bilingual education is the main way to solve the national unity and national development issues, but also the various nationalities to adapt to the objective needs of the multicultural society. Gannan is located in the edge of the Tibetan Plateau, east of the Han, west Tibet, \interest-bearing, Chinese bilingual phenomenon already exist, has made significant progress in the school after the founding of New China Chinese bilingual education. With the rapid advance of globalization and integration as well as the implementation of domestic reform and opening up and the western development strategy, is on the border of Gannan Tibetan social and cultural drastic changes, the majority of Tibetan areas of farmers and herdsmen is eager to join the mainstream society, at the same time the share of modern social achievements of civilization and fear of losing the dilemma of the nation's traditional language and culture, thus Tibetan and Chinese bilingual education development will face many new problems also need to explore and study. The study protocol theoretical paradigm of historical and interpretive anthropology, and complemented by cultural materialism, subjective and objective in research methods, the Gannan Tibetan and Chinese bilingual education history of the development from the point of view of the cultural changes the evolution of its characteristics were described and explained . On the basis of field research in educational anthropology, literature, field research the multidisciplinary theory - cultural anthropology, education, psychology, history and policy studies, cultural studies and historical research phase combined, focused on the social significance of the Gannan Tibetan and Chinese bilingual education case, the theoretical and practical issues faced by the development of Tibetan and Chinese bilingual education in the social and cultural changes of the era of globalization and human culture from the Similarities and Differences of sight in-depth analysis on the basis of the analysis of the history and current situation, forecast the development trend of the forward-looking Tibetan and Chinese bilingual education in the future development of theoretical study and strategic thinking. The paper is divided into four parts. The first part is an introduction, chapter focuses on the background of the times of the research questions, the meaning and purpose of the study, described the basic idea of ??the present study, the theoretical paradigm and the specific methods and related concepts, and domestic and foreign research results and research trends are reviewed. The second part is the historical evolution, including the second and third two chapters to the history of literature analysis method combing reproduce the course of development of the the Gannan Tibetan national education and Chinese bilingual education transmutation. Chapter II: A brief account of the Gannan minority education be the emergence and development of education ecological environment of Gannan Tibetan areas since the Ming and Qing Minority Education evolution history of the development process, and discusses the main features of the different stages of development. Chapter 3: traced back to the Qin Dynasty, the first Sixteen Century ago clear Gannan Tibetan ancestors Qiang, Di, Tuguhun the Tubo ancient tribes has profile profiling Gannan Tibetan and Chinese bilingual phenomenon in the process of economic and cultural exchanges with the Han or Central Dynasties overview and history of the development and phased elaborated school Gannan Tibetan and Chinese bilingual education since the Ming and Qing Dynasties evolution history of the development process and its various stages of the main features. The third part is the emic point of view, of a chapter, Chapter. Chapter 4: the cultural anthropology Theme cultural research methods, the use of the Gannan Prefecture six primary and secondary schools fieldwork interviews, presented with the local culture load bilingual education in Tibetan and Chinese attitudes and views. The fourth part of the problem and discussion is divided into four chapters, the fifth to eight chapters. Theoretical paradigm of interpretive anthropology and cultural anthropology class cultural studies of the thinking of researchers Tibetan-Chinese bilingual education-related issues and the future development of, including the interpretation of the different points of view of the local culture load, Tibetan and Chinese The theoretical analysis of the bilingual education model, Tibetan and Chinese bilingual education influencing factors analysis and future development of strategic thinking. Chapter 5: Induction the community cultural load in the Gannan Tibetan society not to accept the language and culture of the mainstays of our society, without the need to be implemented at the local primary and secondary schools Chinese bilingual education different views and arguments used to explain human theories paradigm and the point of view of historical materialism and dialectical materialism to the interpretation and implementation in Gannan Tibetan and Chinese bilingual education from the perspective of national culture, education, social development objective necessity of the theoretical arguments. Chapter VI: two models of the existing schools Tibetan and Chinese bilingual education programs from the theoretical foundation, educational goals, procedures and implementation strategies were evaluated. Chapter 7: in terms of language and culture ecological environment, geography and economic and ecological environment, the existing educational resources level detailed analysis of the impact and constraints Gannan two models Tibetan and Chinese bilingual education development factors and conditions. Chapter 8: In the aforementioned historical development, current situation analysis and theoretical discussion on the basis of analysis of the difficulties faced by the overall trend of the social and cultural development in Gannan Tibetan and Chinese bilingual education in the context of the era of globalization and opportunities, the perspective of \with the stance of \In the Tibetan schools of Tibetan and Chinese bilingual education unquestionable necessity, Tibetan and Chinese bilingual education has a broad social basis of public opinion in the Gannan Tibetan areas, Gannan implementation of the Tibetan and Chinese bilingual education is both an objective need, but also a realization national unity and cultural diversity of the harmonious development of political considerations.

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CLC: > Language, writing > Linguistics > Language teaching
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