A Study On Trilingual Teachers’ Knowledge Structure Of Mongolian-chinese-english

In the early 21 st century, the curriculum reforms of basic education has opened a new chapter in foreign language teaching for primary education in ethnic frontier regions. Under the guidance of national policy, the implementation of bilingual education in ethnic-minority regions has been replaced by the trilingual education which consists of minority language, Chinese and English. So trilingual teaching is the inevitable trend of ethnic education, and teachers are the key factor of training trilingual talents. Therefore, exploring the structure of trilingual teachers’ knowledge can stimulate the development of English education of ethnic minorities.This research is based on and the related study of teacher’s knowledge structure and foreign language teacher’s knowledge structure in the domestic and overseas. According to Shulman’s theory, the author formulate “Student Questionnaire” and “Teachers’ self evaluation Questionnaire” to investigate students’ satisfaction and the six trilingual teachers’ knowledge structure. Combining with questionnaires, interview and classroom observation, the author finds that:①these trilingual teachers’ knowledge of subject matter is solid, their professional knowledge and ability is good; ②these trilingual teachers’ scope of cultural knowledge needs to be broadened; ③these trilingual teachers’ general pedagogical knowledge is not enough abundant, the number of the teacher who can use various teaching methods flexibly is limited; ④the trilingual teachers have little knowledge about students and learning process, however, they all love their students, and they want to help the students Besides learning; ⑤teachers’ ability of analyzing and controlling teaching material is inflexible, so the teachers’ knowledge about course is relatively lacking and needs to be improved; ⑥teachers’ knowledge about scientific research is lacking, but they all hope to be able to improve their scientific knowledge. ⑦trilingual teachers’ knowledge should be richer than the bilingual teachers’.After the study, the author analyzed the influencing factors from social factor, the school, the students and the teachers themselves these four aspects. Based on the findings, this research puts forward some suggestions. Government education department should pay more attention to the trilingual education, and increases investment in education and research. Colleges should give new connotation of the training of trilingual teacher and add the trilingual teacher’s training courses. School leaders should set up diversified educational ways for trilingual teacher. To the teachers who wants to be trilingual teacher must be the trilingual person, the trilingual teacher needs to have received higher education, and achieved higher education record of formal schooling, the trilingual teacher should optimize their knowledge structure along with the time, and adhere to professional development.