An Research Of Tibetan Middle School Students’ Religious And Ethnic Identity Of Current Situation And Influence Factors

After a questionnaire survey of 400 high school students of Tibetan and interviews with 8 students, the paper not only analyzed the current situation of middle school students’ religious identity and ethnic identity of Tibetan in Gannan and its influence factors, and also analyzed the problems of religious and ethnic identity of the Tibetan middle high school students in Gannan. The main conclusions are as following:Overall, the religious identity of Gannan Tibetan middle school students is relatively high. From different dimensions, their religious identity of evaluation dimension is the highest among the emotional and cognitive dimensions, and the behavioral dimensions is the lowest.In general, the ethnic identity of Gannan Tibetan middle school students is also quite high. and their ethnic identity of cognitive dimension is the highest among the behavioral and emotional dimensions, and the evaluation dimensions is the lowest.In terms of personal factors, such as different genders and grades, the number of Chinese Han nationality friends, the time of using Chinese and so on,the effect of them are significant on the religious and ethnic identity of Tibetan middle school students, but in every dimension, the difference of some factors is significant and others is not.For family factors, parents’ occupation is no influence of the ethnic identity of Tibetan middle school students. There are significant differences of the fathers’ educational levels on religious identity of the cognitive and emotional dimensions, while father’s educational level also exists in obvious differences on ethnic identity of the behavior and evaluation dimensions.For school factors, such as the language of the students use, learning model and the language of the teachers use and so on, the effect of them are significant on the religious and ethnic identity of Tibetan middle school students, the religious and ethnic identity of them who uses pure Tibetan is higher than that of using other languages.For social factors, such as family location, ethnic composition, frequency of religious activities and so on, although the influence of them are significant on religious and ethnic identity of Tibetan middle school students, the difference of some factors is significant and others is not in all dimension.Based on the analysis of the above problems, the author proposed some interrelated countermeasures and suggestions to the existing problems of religious and ethnic identity of Tibetan middle school students, including: publicity of the religious laws and regulations, cultivation of the correct religious view of Tibetan middle school students;the establishment of interest curriculum,the cultivation of Tibetan middle school students’ strong ethnic emotion and the reasonable ethnic evaluation; perfection of the citizen education system, the enhancing of the Tibetan Middle School Students’ citizen consciousness;the reformation of the education,the creation of modern culture atmosphere,the strengthening of the construction of talent team;the creation of the environment of Chinese use,the cultivation students’ interest,the strengthening of the bilingual teaching of Tibetan middle school;the adoption of the reasonable education method, the cultivation of higher sense national identity of Tibetan female students;the formulation of awarding policy, encouragement of improving parents’ educational level.