Secondary School Students In Tibet, China’s Outstanding Traditional Cultural Identity Education

In primary and secondary schools to carry out the fine traditionalChinese culture and education is the fundamental way to carry forwardthe fine traditional Chinese culture and cultivate the national spirit andnational identity. As China’s ethnic minority areas, Tibet has a uniqueculture, Tibetan high school students to adapt to the mainstream culture ofthe Chinese nation faces questions of cultural identity, through theexcellent Chinese traditional cultural identity education for secondaryschool students in Tibet in adapting to the mainstream culture of theChinese nation Open a window. In this paper, from the perspective ofcultural identity, and the meaning and significance of the Chinesetraditional cultural identity education, the questionnaire was used to selectthe Qamdo three secondary schools to the status quo of China’soutstanding traditional cultural identity education field surveys andanalysis, on this basis, the internal conditions of cultural identity and aneffective way to carry out China’s outstanding traditional cultural identityeducation. Including five parts:Part I: Description of the research background and significance;combing through the literature of traditional Chinese culture, Chinesetraditional culture, cultural identity, education and core of Chinese traditional cultural identity defines the concept; existing literatureresearch collate and summarize; Finally, the ideas and methods of thepresent study, the important and difficult, and less than described. Part II:abstract Succession Act, the main content of the fine traditional Chineseculture are discussed from the substance and spirituality; further enhancenational unity, enhance the cultural quality of secondary school studentsand high school students ideological and political work three to clarifythe meaning of secondary school students in Tibet China’s outstandingtraditional cultural identity education. Part III: the use of questionnaires,select Qamdo three secondary schools, from cognitive performance,emotional expression, behavior Latitude examines the status of secondaryschool students in Tibet China’s outstanding traditional cultural identityeducation; designed three topics, Problems from school education werestudied. Part4: From the three aspects of the cultural identity of thestructure, mechanisms, functions discussed the general theory of culturalidentity; On this basis, mainly from the development of students’ physicaland mental health in Tibet, Tibet’s modernization drive, China’soutstanding traditional culture of diversity and unity of the common threeaspects of secondary school students in Tibet, Chinese traditional culturalidentity education possible. Part V: mainly for the problems from schoolsecondary school students in Tibet Chinese traditional cultural identityeducation principles and effective way, the three principles is simply adhere to the "respect for differences, tolerance and diversity principlesand adhere to Marxism-Ideology in principle; way to reform schooleducation, specifically including the five areas: First, we must rely onpolicy and legal protection of the Chinese traditional culture into theconstruction of teaching materials, and are included in the schoolcurriculum teaching implement innovative curriculum, teaching methods,social practice, fourth is to strengthen the construction of teaching staff,reform assessment form.