Action Research To Improve The Effectiveness Of Tibetan-Chinese Bilingual Teaching

“The pattern of diversity in unity of the Chinese nation” thought in the filed ofeducation especially among minority bilingual education in our country. Bilingualteaching is the center work and key link of bilingual education, is also the nationaleducation double tasks of implementation and the development of the combining site.From the perspective of the practice of teaching, however, fundamental problems ofthe current Tibetan-Chinese bilingual teaching is that the teaching ideas and teachingmethods lags far behind the development of the teaching process and students’learning potential. This significantly affects the teaching behavior of teachers and thelearning status of students, and teaching quality and effect, impact the quality of theminority school basic education and the development of education reform.The new curriculum reform pursuit the effectiveness as a very important goal at thebeginning. One of its core philosophies is to transform education teaching mode,improve teaching effectiveness, to give students the significance of growth. Therefore,what kind of teaching method is used in the new curriculum implementation, thelearning content in the form of what is presented to students, will be directly related toTibetan-Chinese bilingual classroom teaching efficiency. And the reform of teachingmethods and optimization embodies the teachers’ teaching wisdom. As a result, theTibetan education must through effective bilingual teaching. Only based on a moreeffective bilingual teaching, Tibetan-Chinese bilingual teaching goals is guaranteed.So, try to improve the effectiveness of Tibetan-Chinese bilingual teaching becomes aninevitable choice.Points to this, the researcher will focus and study on the bilingual teaching, beganin June2012in Gannan Tibetan Autonomous Prefecture school preliminary researchand investigation, and according to the fieldwork teaching facts and teacher interviewanalysis, by analogy to construct action research hypothesis that the use of studentsinterested in situational teaching method is more advantageous to improveTibetan-Chinese bilingual teaching effectiveness; Formally launched in September2012to November in X-Tibetan primary school to carry out collaborative actionresearch that learning and trying to practice situational teaching method as thebreakthrough and the starting point to improve the effectiveness of the Tibetan-Chinese bilingual teaching. Study mainly based on action research method,the specific integrated use of observation, interview and document analysis methodand other methods, through the “action” and “research” to update teachers’ teachingidea, set up a correct view on teachers and students; Improve teachers’ teachingpractical ability and promote the change of teachers’ classroom teaching behavior andteacher professional development; Change teachers’ teaching concept and teachingbehavior to stimulate students’ enthusiasm and interest in active learning, promote themigration of students Tibetan-Chinese bilingual knowledge, to enable students fromthe cognition to the emotion and to participate in the bilingual teaching activities, inorder to improve the quality and efficiency of classroom teaching; Help students toestablish a correct learning view and behavior of students, to enable students todevelop good study habits, and improve the efficiency of student learning, promotestudents’ progress and development. In order to explore: how to apply advancedteaching ideas and teaching methods in the bilingual teaching, how to carry out actionresearch of primary and secondary school in minority nationality areas. More toexplore: an effective way to promote the reform of bilingual teaching in minorityareas, effective strategies to improve the quality of bilingual teaching in minorityareas, effective research model to strengthen the combination of theory and practice.In the process of collaborative action research, not only there is the teachingpractice and exploration of researcher own, and cooperated Chinese language teacher"action" from the original "modest wait-and-see, the voluntary cooperation" to "activethinking, active attempt" to "seek the development, on the road themselves" shows theperiodic and spiral type change.The study found that strengthening the Tibetan-Chinese bilingual teachers’ teachingphilosophy and methods of learning is the precondition of improving the effectivenessof classroom teaching; Creating language learning situations and stimulating students’interest in learning is the key to improve students’ ability to learn a second language;Action research paradigm is helpful to improve education and teaching practice andpromote teachers’ professional growth; Evaluation reform of classroom teaching is aneffective way to improve student participation in the classroom teaching and improvethe quality of bilingual teaching. And related suggestions are put forward on the basis of the research, namely, absorbing and learning from the ideas and methods ofsituational teaching, carefully creating teaching situation, is to improve Chinesebilingual teaching effectiveness; Strengthening the “going out+bringing in” of theteacher training and learning mode, so that teachers can keep pace with the newprogress of the ideas and methods; Encouraging teachers to accept some kind of“experimental teaching strategy”, to make teachers on the road to happiness of actionresearch.