Adaptation Of The Basic Education In The Rural Tibet: An Empirial Study From The Perspective Of The Social System Theory

Recently, Tibetan school education develops very quickly. Enrolment and education quality are improved a lot. However, middle school and primary school in Tibetan agricultural and pastoral areas still have high dropout rate, especially in middle school. School meet the cries of survive and sustain development. These realities reduce the speed and quality of school education development in Tibetan agricultural and pastoral areas in some degree. At the same time, they also affect the society, economy and population in Tibetan agricultural and pastoral areas.In order to inspire students'desire of attending school, central government made a lot of efforts: enlarge educational investment, create better education condition, "Three Warranty" policy carried out(free eating, dwelling and educational materials), and the government improve the "Three Warranty" standards for 8 times; build boarding schools, implement biliguage education and so on. Different from regular logic, these policies did not solve the students'dropout problem in Tibetan agricultural and pastoral areas effectively. Obviously, the solution could not be only depending on directly economical investment and material warranty. Based on the bellowing, the study formed three layers questions:firstly, surfer question——students do not want to attend school because they do not like school education nowadays; secondly, middle layer question——school education did not meet students'education need; thirdly, inner layer question——students in Tibetan agricultural and pastoral areas have different education requirement.According to Talcott Parsons'AGIL mode, survive and sustain development of a system should be met its function need. The essence problem of school education in Tibetan agricultural and pastoral areas is the system function needs are not met. But, Talcott Parsons'AGIL mode emphasized on the macroscopic perspective theory discuss which is not suitable to analysis the microscopic perspective like students'dropout phenomenon in Tibetan agricultural and pastoral areas. Therefore, this study does some changes to Talcott Parsons'AGIL mode. First, define the social system in Tibetan agricultural and pastoral areas into school subsystem, family subsystem and society (community) subsystem. Second, explore the situation that to mutual meet the function needs from the perspective of inner system and intersystem. Questionnaire survey and field works be use here. (1) select A county and B county in Tibetan agricultural and pastoral areas as sample. Use questionnaire to collect information from students. (2) select families in Wuqi country of Tibet as a case. Do depth interview with parents and dropout students. At the same time, participant observation also is carried out to some dropout students.The study find out that:students in middle school and primary school are not willing to attend school; the degree of happiness for attends school is relatively low; students like to play truant, many students played truant. This phenomenon primary verify the proposition "students do not like the school education now". According to statistics, the reasons for students who play truant have close relationship to age, production and living ways, customs, native language status and religious belief. And the test showed significant differences on it. On the contrary, the relationship to parents' educational backgrounds, professional, gender, family residence and economical incomes are not obvious. Furthermore, students'preference is on the aspect of Tibetan language teaching, Tibetan language material, bilanguage teacher, Tibetan singing, dance and drawing. If the school education includes the more elements we referred on the bellowing, more students like to attend school. Otherwise, students'like to play truant.Students'preferences for school education come from daily social system. The special production and living ways and value systems will affect every social member. For example, human is humble and fearful towards the nature, human is corporative towards each individual, and human are control desire and optimism to themselves. In this context, students'education requirements have four characteristics:people's education value is to meet the special need of daily production and living; local knowledge is needed; individual's freedom and happy is emphasized; people's education needs of the existing schools are not strongly. School education does not meet students' educational requirements. This is the basic reason that students are not willing to attend school. Therefore, the proposition of "school education do not meet student'education need" is verified.The main conclusions are as following:1. inner elements in school subsystem of Tibetan agricultural and pastoral areas do not adapt to each other; school subsystem with family subsystem and community (social) subsystem are not harmonious.2. the education requirements of students in Tibetan agricultural and pastoral areas affected by local production and living. They have unique characters.3. according to the characteristic education requirements, the educational requirement indexes system for students in Tibetan agricultural and pastoral areas include five first class indexes, such as, education content, school forms, supply ways, educational effect and happy experience.4. the solutions for problems which exist in Tibetan agricultural and pastoral areas depend on the degree of mutual adaptation by inner elements in school subsystem and social subsystem. This will verify the proposition "family and students'education requirements in agricultural and pastoral areas are different from people in other areas". At last, the study response to the special meaning of students'education requirements in agricultural and pastoral areas.Hereby, the policy meaning include:(1) re-understand the content of education in Tibetan agricultural and pastoral areas on the base of recognize students'features and education requirements;(2) focus on students'education requirements in Tibetan agricultural and pastoral areas;(3) give full play to the accommodation of the Tibetan social system function and promote the development of school education in agricultural and pastoral areas of Tibetan.The contributions of this study are as following:first, perfect Talcott Parsons'AGIL mode, second, use the method of major elements analysis to construct the educational requirement indexes system for students in Tibetan agricultural and pastoral areas.