Multiple Teachers In The Process Of Cultural And Educational Growth Of Flashback And Prospects

Nowadays, educational reforms in Middle School are focusing on the improvement of teaching quality and teachers'performance. Therefore, the research about teachers under multicultural background is very important. Because it can be a useful exploration to the minority nationality's educational reforms. Teachers'development are restricted by many factors, including personal factors ,environmental factors and systematic factors. The author of this paper chose three Chinese teachers in Chengdu Tibetan Middle School by purposive sampling. This is a qualitative research way. Their working experiences and teaching methods show us two remarkable features of teachers engaging in multicultural education: Fisrt of all, the self-awarenss of teacher promotes role-location effectively. Secondly, teachers can improve their practical knowledge by self-questioning. On this basis, the author analysed some factors affecting teachers'development in micro(political system, economic system ) and macro scopes (their interests, family and school culture). Gradually, the author drew the outline of teachers'forward-looking images: First ,they should understand the purpose of multicultural education and judge their role correctly. Besides, they should pay more attention to the students'cultural background and help them learn their own culture. The improvement of teaching methods is also important to teachers. They can cooperate with their colleagues, educational theoreticians. In this way, they will be teaching specialists and carry out their mission.