A Research On The Acculturation Problems Of Inland Teachers In Ganzi Tibetan Area

Every nation created its culture in the long term of produce and living practice. Culture has a series of peculiarities, including relative stability, absolute change, sharable, learnable, combinative. Culture’s explicit elements reflect in people’s behavior standard, customs and way of life, however, its implicit factors reflect in people’s value, beliefs and ideology. Acculturation is generally divided into the group and individual parts. The group level of acculturation mainly refers to the changes in social structure, economic basis and political organization. As for the comparison, the individual acculturation mainly refers to everyone’s changes in behavior, value, attitude and recognition during the process of culture contact. In the multicultural era, the communication between different ethnic groups or countries has been increasing. In the process of communication, the collision within different culture is inevitable. This historical background highlighted the importance of acculturation.Ganzi, a typical Tibetan-inhabited area, it behind inland in the education development. So, introduce the inland teachers to work there is a effective measure to promote its education development level. As a diverse cultural group, the inland teachers are different from Tibetan in ideology, value, beliefs and thinking ways, because they lived in inland for a long time. Acculturation problem is a inevitable for inland teachers when they facing the difference between their own culture and Tibetan culture. This acculturation problem is not good for Ganzi Tibetan area to introduce and retain a excellent inland teacher group and improve its level of education development.Certain result must be lead by some factors. Although it’s clear about that the acculturation problem is lead by the difference between various culture in values, it need for researchers to figure out what are the reasons caused inland teachers’ acculturation problems. This paper found that there are some complex causes, which leaded to inland teachers’ acculturation problem. These causes including the conflict between cultural attachment and cultural rupture, the lack of knowledge and skills in acculturation, the transformation of life and working environment, the hinder of language difference, the receding of emotional supporting system, and the influence of time duration and cultural participation. All these factors formed a complete system. The inland teachers will always in such a system, a different culture environment. These inland teachers are inclined to be accompanied by the acculturation problem. This reality promoting researchers to think about is there some specific measures to solve this acculturation problem and make Ganzi Tibetan area can retain a high quality and well organized inland teacher group? This research found that the effective measures mainly including:inland teachers need to identify the Tibetan culture and integrated it with their own culture, inland teachers need be positive to participate in local traditional cultural activities, increase investment on schools’hardware facilities construction, create a psychological communication channel, training multicultural teachers, implement the strategy of localize teacher trainingAs if inland teachers teach in minority area, they are likely to face the acculturation problem. A series of factors lead to this problem, which is not good for inland teachers’working, and has some bad effects on teaching stuff construction, education development. Researchers need to study this problem thoroughly and carefully, in order to put forward some solving strategies.