Study On The Problems And Countermeasures Of Multilingual Education Of Lhoba Nationality In Tibet

From the historical background,the national language and culture policy and the needs of individual development of ethnic minorities all provide sufficient conditions for the implementation of bilingual or multilingual education in our country.For a long time,most of the Lhoba people have lived in the Luoyu area of Tibet.Lhoba was an ethnic group formed long before Tubo,but it was not established as an independent ethnic group in China until 1965.It is one of the ethnic groups with a small number of people in China.The Lhoba nationality is mainly distributed in the southeast of Tibet Autonomous Region.Until the peaceful liberation of Tibet,the Lhoba people were also reborn.The Lhoba people have created a variety of excellent ethnic cultures for hundreds of years.As one of the significant media of national culture,language is an essential tool for communication and communication.At the same time,language education has become the core of our national education.Since the reform and opening up,China's international status has been continuously rising,and its ties with various countries in the world have become more and more close.The characteristics of Lhoba integration and cultural diversity in the world have become more and more obvious.Different nations live in a space of cultural diversity and fully display their national cultural characteristics.In today's increasingly frequent blend of ethnic cultures,the importance of language is particularly prominent.Language,as one of the most basic channels of communication between people,acts as a bridge to bring people closer to each other in the communication and communication among various nationalities.Frequent exchanges among different ethnic groups will inevitably lead to the emergence of bilingualism or multilingualism.Therefore,it is urgent to cultivate bilingual or multilingual talents.With the acceleration of the modernization process,bilingual education of the inter-ethnic common language,Chinese,and the native languages of ethnic minorities has been difficult to meet the needs of social development,especially for the Lhoba ethnic group,which has no written language but only languages,it is more necessary to strengthen language learning in order to cultivate high-quality multi-lingual compound ethnic minority talents needed for the development of the 21 st century.This paper chooses the primary school of Nanyi Lhoba nationality township in Milin county of Tibet area as the research object.Based on finding and mastering abundant literature,it conducts on-the-spot investigation to the primary school of NanyiLhoba nationality township in Milin county of Linzhi city to obtain first-hand data.According to the existing research,it formulates a questionnaire and interview outline suitable for its own research.Through the analysis of the obtained data and data and the combination of on-the-spot investigation,it systematically analyzes the value,To carry out the basic situation of multilingual education from school students attitude to multilingual education and the basic situation of school teachers and so on to get to know the school situation,found that schools in the curriculum Lhoba early language without words English courses,teachers team construction aspects problems structure is not reasonable and the low level of teachers' professionalization,in textbooks teaching materials of English course is more difficult Lhoba language without the problem such as the teaching material.Based on the systematic analysis of the existing problems,the paper puts forward some countermeasures and Suggestions for the further development and improvement of the multilingual education in the primary schools of the ethnic minority township of south Lhoba in the future.In terms of the curriculum,thoughts are put forward from further attaching importance to Tibetan and Chinese bilingual education to further reflect the cultural diversity of the Lhoba ethnic group,the teachers troop construction mainly from education professional training Suggestions and security of teachers,teaching material teaching materials from the principle of tibetan-chinese bilingual teaching material writing,the investment of funds and the construction of scientific research team put forward a constructive thinking.