Problems And Countermeasures In Mainland Tibetan High School Classes Teaching Of Chinese Reading

The mainland Tibetan high school class with the mainland high school class There is a difference between ordinary Tibetan class and contact,in the Chinese reading teaching,there are also common All in the pursuit of the syllabus requirements of the improvement of the language knowledge and skills,at the same time,encourage the emotions of the students' individuality and creativity But,the mainland Tibetan high school Chinese reading class should consider the students' ability to accept,expand the improvement space.In response to this situation,the author on the basis of reading a lot of references,through field surveys and interviews,the mainland Chinese reading teaching high school classes in Tibetan Situation in-depth observation and research,to find out the mainland high school classes in Tibetan language reading teaching in problems and analyze the causes of the problem,which made some suggestions.This paper is divided into five chapters,the first chapter: introduction,including research background,research review,research methods,purpose and significance of research and innovation and research directions.Chapter Two: Theoretical Foundations of Chinese reading teaching reading and teaching of reading these two core concepts were explained,while the mainland to carry out the function and role of high school language reading teaching Tibetan classes were simple analysis.Chapter Three: Mainland Tibetan high school classes teaching Chinese reading problems by analyzing the teacher questionnaire,student questionnaire and interview communication,summarizes the mainland high school classes in Tibetan language teaching of reading teachers,students and schools are the problems.Chapter Four:Causes of mainland Chinese reading teaching high school classes in Tibetan issues,mainly from the five aspects of the analysis of the causes of problems,namely,teaching philosophies,teaching design,classroom management,student attitudes and evaluation mechanisms.Chapter Five: Strategies and Recommendations mainland Chinese high school classes in Tibetan language reading teaching,according to the causes of the problem,the author puts forward five suggestions,including teachers toupdate teaching philosophy to the national characteristics,adhere to the "education" and "the tree " and combined;the actual situation,improve the instructional design;to classroom management,improve efficiency in the classroom,complete classroom reading content in a free and orderly environment;Tibetan class students to correct attitude towards learning,to fully understand and absorb reading method,change simply learning to accept the status quo;perfect mainland Chinese Tibetan high school students in the class language reading evaluation.