Research On Hierarchical Classification Teaching Of Tibet Nationalities University

In1999, based on the factors of the rapid development of economic needs of talent,the wishes of sharing higher education, to extend the years of education, increasedfunding for education to stimulate domestic demand, and the overall development ofquality education and so on, the former State Planning and Development Commissionand the Ministry of Education jointly issued a notice, China continues to expand thenumber of higher education admissions on the existing basis.Higher education goes to Popular times.after enrollment,Enrollment provides thegeneral public equal educational opportunities, and also expanded the scope of publiceducation to improve teaching efficiency. However, the enrollment caused studentsquality, teaching quality issues and some others.Improve the efficiency of highereducation on the basis of taking into account fair and objectively in the face of thephenomenon of students differences.Meanwhile, colleges and universities in the number,size, school level, it is also made adjustments. Diverse school level also made a widerange of requirement of teaching quality of higher educations.Different institution levelsentrusted with different personnel training standards. Higher Education should establisha diversified education quality views.With the popularity of speeding up the pace, the Tibet Autonomous Region is alsofacing college enrollment situation. As one of the Tibet Autonomous Region opened inmainland universities, Tibet Nationalities Institute whose enrollment ranges from Tibetto the area in some other provinces.Enrollment of students causes the most seriousquality problems because of the entrance minority care policy,coupling with the impactfactor of national culture, students live and study habits,the main performance is basicknowledge level of students between outside the district and the district students is toolarge. Thus, Hierarchical classification based teaching reform comes. Facing thestudents differences in the level of knowledge, according to their specials,so that it canget their maximum development.Hierarchical classification based teaching reform ofTibet Nationalities Institute on the one hand to solve the teaching problem due to thebasic knowledge level of students who comes from different district,it also helps toimprove the overall quality of students. The article is about investigation of thebackground,specific implementation measures, the results achieved of hierarchicalclassification based teaching reform of Tibet Nationalities Institute. On the basis ofresearch and analysis,summed up the characteristics and merits of the reform.According to the current problems,gives suggestions for improvement of the education reform. Bestudent-centered and establish diversity education quality evaluationcriteria.Professional training should be process-oriented, clear evaluation criteria basedteaching professional classification.Encourage universities to implement individualizedteaching reform.Establish reasonable incentive mechanism.Establish reasonableincentive mechanism;Adjustment policies oriented to reduce the level of basicknowledge gaps of students; Meanwhile, To carry out preparatory education before thestudents come into the school.Thus expecting that the study of the subject can be able tobe reference for the latter scholars to do further research. provide a reference for theTibet Nationalities Institute correctional officers to develop education reform strategies.