The Revelation Of The Traditional Private School Textbooks On Elementary Education In Tibet

Since ancient times the production, survival activities, education isone of the most special social activities. The older generation to imparttheir knowledge, skills and experience to the younger generation. In thisway, human beings continue to multiply, Range of knowledge of humancivilization and survival was also preserved and generations to flourish.In the modern era, scientific and technological progress to accelerate,more and more intense competition of comprehensive national strength.The training of personnel is particularly important in today’ssociety,.Admittedly, which country has the leading state in personneltraining, then this country in international competition will inevitably alsoa leading state. Therefore, to maintain priority to the development ofeducation for a country must adhere to. In the large-scale educationalactivities, the elementary education of children is a very important one,we can even say that the elementary education of the children’srelationship to the national and the future of our nation. China is acountry of the importance of education. From the pre-Qin era to thefeudal era of the late, private Schools of children in elementary educationhas been as a kind of education throughout the entire development of thesocial history of ancient China. Traditional Textbooks are textbookswritten for children in order to implement the Private Schools. It is the most important carrier of the children’s elementary education, Textbooksfor each era also reflects the characteristics of each era of education,cultural characteristics and values of the mainstream of society. It can besaid that the traditional Textbooks of China since ancient times andembodies the traditional Chinese culture as a whole. Combing traditionalChinese Textbooks Chinese traditional elementary education, thetraditional Chinese culture. Traditional Chinese Textbooks been able tospread for thousands of years for the ages, educators and children to learn,there must be reasonable aspects. I hope that through the advantages oftraditional Textbooks excavation so that it can be helpful forcontemporary children’s elementary education, and a reference for it. TheTibet Autonomous Region of children is a Tibetan-speaking, this makesthe Chinese elementary education there have some difficulties, it also hasalways been one of the difficulties in the educational work of the TibetAutonomous Region. The paper hope that through the beneficial aspectsof elementary education of children in the traditional Textbooks as anentry point for Chinese elementary education of the Tibet AutonomousRegion of children to make some constructive suggestions.This paper includes the following aspects:The first part is the introduction. Of the problem, the significance ofthe study, related concepts, as defined in the literature review, anoverview of the basic areas of basic research of this thesis. The second part of the historical development of the traditionalTextbooks. Mainly from the angle of the longitudinal historicaldevelopment of the Qin and Han Dynasties Textbooks, Textbooks of theSouthern and Northern Dynasties, Sui and Tang Dynasties periodTextbooks, Textbooks of the Song and Yuan Dynasties, and the Ming andQing Dynasties Textbooks. Each period selected several representativeTextbooks details the characteristics of this period Textbooks. Qin andHan Dynasties representative Textbooks “History Zhou chapter ",“CangJie”,"Disciples grade","Radical on the papers". Wei is the mostrepresentative of the "Thousand Character Classic". Textbooks of the Suiand Tang Dynasties period to elementary education,“open elementaryeducation”,"grandfather tutor" the most representative. Textbooks in theSong and Yuan Dynasties, highlighted the "Three Character Classic","poetry prodigy". Ming and Qing Dynasties Textbooks selected"Zengguangxianwen" and "Long the text Bianying" highlights.The third part is the classification of the traditional Textbooks. Inthis section is mainly introduced for each type of angle from thehorizontal classification Textbooks characteristics and representativeworks, so that readers have a system, traditional Textbooks macrounderstanding. I Traditional Textbooks divided into four categories: Thefirst type is the textbook to learn the written language."Family Names",describes the main features of this type of mask materials. The second type is a textbook to learn social norms and guidelines as therepresentative of the "Rules". The third type is for children to learnreading, writing and poetry skills, teaching materials, as represented bythe "Sound of Enlightenment. The fourth type is the knowledge of classreadings, this type of Textbooks selected representatives of the "YoungKing Lam". The fourth part is the analysis of the reasonableness of thetraditional Textbooks, drawn aspects elementary education of children inTibet.The fourth part is the analysis of traditional Textbooks referencefactors of the elementary education of children in Tibet. First analyzingthe current status of basic education in Tibet: Brief combing through thehistorical development of education in Tibet, some of the problems ofbasic education in Tibet. Then the traditional Textbooks reasonablefactors for analysis. The reason why traditional Textbooks can becirculated for thousands of years, of which there must be worthconsidering,.Analysis come to the traditional Textbooks reasonable incontent and form factors. Finally, traditional Textbooks reference to basiceducation in Tibet organic combination. From the compilation of teachingmaterials, teaching content, teaching methods, education of themacroscopic draw enlightening recommendations on elementaryeducation of children in Tibet.