| During the two years of studying in the Tibet University, the authorhad taught for Tibetan students "College Chinese" and "Appreciation ofmodern and contemporary Chinese literature works" the two courses inTibet University. In the process of learning and teaching practice, theauthor realized that these students have no difficult in using Chinese toexpress themselves in everyday life. If these students have a chance tomake a lecture in public places, they would performance unnatural andshy. There are also some mistakes in choosing words. And they have nointerest in learning classical Chinese absolutely. In consideration of thesephenomena, and after reading amount of relative materials, the authorfound that the research of the situation on teaching of Chinese in Lhasafrom the perspective of subject teaching and through classroomobservation is seldom.The author hopes to look forward the situation of the students how tolearn Chinese language and the method of the teachers’ Chinese teaching,and if there is any question during the process of learning and teaching,and how to solve. So the author chose this research topic as paper title. Inaddition, the author expect to contribute to Chinese teaching in Lhasawhich apply learned knowledge to analysis and the research question, andhelp students to improve the ability of Chinese language.The author selects the third senior middle school Chinese teachers and Lhasa Tibetan students as the research object, through listening to classes,giving out questionnaires to students to collect data. And using the secondlanguage teaching theory as the theoretical basis to analyze and study thecourse of learning and teaching. After using the software spss20.0toanalyze300questionnaires and clear up the record of the classes it nearly30000words, the author understands that1. These students have great expectation to achieve a high degree oftheir Chinese, but they have no idea of the method which could enhanceChinese. So, most students are dependent on the instruction of the teacherin the classroom and homework. They didn’t find the way to learnChinese and use language environment actively.2. The teachers’ teaching ability is very good; they could use Chineseto teach fluently. Most teachers can’t teach in Tibetan language andcannot use the Tibetan language to communicate with students. Theteachers didn’t use the principle of second language teaching to directteaching, and didn’t according to students’ Chinese level in class.Therefore, some errors and problems of the students couldn’t be point outand correct.Based on the analysis of the above problems, for teachers, students,social environment, the author puts forward some correspondingsuggestions:1. At first, teachers should pay attention to study the theoryand improve the theoretical attainment, especially the second language teaching theories, to instruct Chinese teaching.Secondly, they have to learn the Tibetan language actively, thoughthey could communicate with students in the Tibetan language. Tibetanlanguage could reduce the distance between students and teachers on thepsychological. The teacher could guide students to learn Chinese better.Again, the teachers must to know the characteristics of studentslearning Chinese difficulties well, and give guidance about learningmethods, improve the students’ Chinese level and ability.2. The students have to according to their Chinese level and learningexperience, choose suitable learning method; secondly, they should readmass classical Chinese works, and develop good reading habits. And theyhave to comprehend Chinese expression in the natural environment.Moreover, they could take part in all kinds’ competition of Chineseculture actively to practice speaking ability.3. The current social language environment for students to learnChinese is very good. They should pay attention to use two kinds oflanguages accurately. And when the government promotes the use ofChinese, protects the Tibetan and Tibetan culture at the same time. |
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