Study On The Learning Adaptation Of Tibetan-Chinese Bilingual Normal University Students From The Perspective Of Ecology Of Education

At present,the results of the college entrance examination in the Tibetan colony are not satisfactory,and the quality of science teaching in the basic education stage is not good.The quality and level of teachers are the key to determining the quality of teaching.Bilingual normal students are the main source and important foundation of basic education teachers in ethnic areas.The quality of the training of science bilingual students directly affects the quality of basic education in Tibetan communities.The birth places of science bilingual teachers are mainly pastoral areas.When they enter the university,they have more difficulties in learning and living because of cultural and psychological differences.The study of their learning adapts to improve their training quality and help to improve Tibetan communities.The quality of science education in the basic education stage.The learning of Tibetan-Chinese bilingual science teachers is in a complex ecosystem.The ecological subject--the learning process of Tibetan-Chinese bilingual science students is a process of adapting to the classroom ecological environment,school ecological environment and social ecological environment.It is characterized by the dynamic balance process of “learning is not adapted—learning adaptation—new learning is not adapted ”.This paper takes educational ecology as the methodology,Piaget's balance theory and the process theory of cultural adaptation,and uses the Tibetan-Chinese bilingual science students' learning adaptation questionnaire as a research tool,from learning motivation,learning attitude,learning ability,teaching.The five dimensions of management and environmental factors investigate the current situation of learning adaptability of Tibetan and Chinese bilingual science students,sort out the existing problems,and analyze the reasons to propose countermeasures.The current situation of the survey is as follows: The overall adaptation of Tibetan and Chinese bilingual teachers in mathematics,physics and chemistry is in the middle.In terms of learning motivation,I feel good about self-adapted to university learning,but it is more common in learning diligence,learning efficiency,learning objectives,and learning persistence.In terms of learning attitudes,there is a low interest in the study of general subjects.The problem oflearning ability is more common in career planning,knowledge transfer,experimental operation,teaching professional skills,etc.;in teaching management,it is more common in daily learning management,professional course content is out of touch with middle school,student public class Too many do not have enough energy to study professional courses,and do not adapt to the professional class teaching methods;external environmental factors,family economic conditions,university living conditions,the employment situation of the profession and university interpersonal relationships all have an impact on their learning and adaptation.According to the analysis of the existing problems,according to the theory of educational ecology,there are mainly: 1.Students' own factors,the foundation of admission and the ability of knowledge transfer are weak,and the cultivation of independent learning habits is not enough;2.In the classroom ecological environment,the logical abstraction of science curriculum Strong,there are language barriers in teaching,and the teaching method is single;3.In the ecological environment of the school,the adaptability of teaching materials is not high,the curriculum is not reasonable,the training of teachers' educational skills is insufficient,the experimental curriculum evaluation system and learning incentive mechanism are imperfect,and current student management The system is too strict,and the guidance for the development of student teachers' education is not enough.4.In the social ecological environment,various ecological factors such as social environment and normative environment are intertwined,and the comprehensive function has led to the maladaptive learning of Tibetan-Chinese bilingual science students.In view of the above problems,according to the cause analysis,the ecological path of learning adaptation of Tibetan and Chinese bilingual science students is proposed from two aspects: ecological subject(student's own factors)and environmental factors.