A Study On Classroom Ethnography For The Trilingual Education Of Zang-Chinese-English

Traditional Tibetan culture is the cultural crystallization with continuous creation and accumulation by Tibetan ancestors in thousands of years, which is the common identity of the Tibetan ethnic group, and retained through generations. It is still the Tibetan folk believes and the sum of the national spirit, which is generated and the continuation of the souls of Tibetan people's. National language is the carrier of national culture. The national culture is the vitality of the nation and an important source of cohesion, so the language education is the core of our national education. The world today is an economic, cultural, technological development trends of globalization, and gradually forms the world's cultural diversity. Different ethnic groups live in a space of cultural diversity, ethnic, geographic area to create a colorful culture, which reflects the different ethnic groups and the unique creativity of local people, have fully demonstrated their different national character and characteristics, which also fully marked the history and culture of different brand.China is a multi-ethnic and multi-lingual country. The mystical and splendid Tibetan culture which created by Tibetan is the cultural diversity of the performance of the Chinese nation. To maintain the diversity of Chinese culture, promote cultural exchanges between diversity and integration are the minority language education goals. Whether cultural alienation from the language or not will affect language teaching in minorities'schools directly. Tibetan classes (school) education in the language is particularly important, because students are divorced the language of the parent natural environment, and there is another maternal language environment. If we do not develop targeted education, it will greatly increase the difficulties of Tibetan students' languages learning, even resulting in the lack of Tibetan identity, or still causing the extinction of Tibetan culture. If Tibetan students haven't guided by the correct language educational value while they are learning mainstream language and culture, it will lead students to neglect their native Tibetan language and culture, which would be a great impact for national education. How to find the education making Tibetan students learn the mainstream language and culture, but also heritage great cultural education in the national language at the same time. The suit point landed in the languages education. Tibetan students (schools) in three issues of language education can be highlighted.The study is a case study of Chongqing Tibetan Middle School languages education, based on the wealth of literature, a long in-depth study of classroom blog, through classroom observation and depth interviews to obtain first-hand information on the possession of English language education in the classroom. I show the lens of Tibetan students (school) possession of English language education in the three problems, and living Classroom to give perspective. Based on the Ethnographic Study of Classroom theory, the study has points as follows: Firstly, language learning should conjunct with the underlying culture, teachers should have awareness in teaching three dialects of Tibetan mining cultural values, and combine with the cultural background of Tibetan students to achieve good teaching purposes, while the Tibetan language education students in the mainland to reduce unnecessary drag the process to help them integrate into mainstream society, we must intensify efforts to learn Tibetan language and culture. Secondly. we must address the profound Tibetan schools of Tibetan students in Chinese and English and trilingual education problems, the search for more scientific and effective ways and means to promote education of Tibetan students in the sound development of the mainland. Finally, promoting cultural inhabitation and integration with modern economic society in national education are urgent.