A Survey Report On The Status Quo Of Tibetan Language Education In Primary Schools In Qumalai County, Yushu Prefecture

Based on the research status,research methods,research purposes and research significance,the author found that the status of Tibetan Language Education Case Analysis and investigation reports on the literature.However,literature on the current situation of Tibetan language education in primary schools in Qumalai County is rare.Therefore,the author carries on the research through the method and so on on-the-spot investigation or interview,and draws the corresponding conclusion.Chapter 1 gives an overview of the 24 schools in Qumalai County,including 12 primary schools,i.e.2 full primary schools,1 Town Primary School,1 Orphan School,5 rural boarding primary schools and 3 village boarding primary schools.All primary schools under the county’s jurisdiction have simultaneously set up Tibetan language courses,12 Tibetan language teaching and research groups,and 82 Tibetan language teachers in primary schools,with an average teacher-student ratio of 42:1.The flow of teachers is relatively stable and the teaching quality develops in a balanced way.The second chapter focuses on the introduction of all primary schools in Qumarleb County and the data analysis of the construction of Tibetan language teachers.It is inevitable that there will be some problems in the implementation of Tibetan language education and teaching.As there are no professional restrictions on temporary employment in previous years,a small number of graduates who do not major in Tibetan language will take up teaching posts as Tibetan language teachers,causes the teaching subject not to be suitable with the specialty.Compared with other county-level primary school students in Yushu Prefecture,the overall level of Tibetan language of local primary school students is relatively low.Because 80 percent of the parents of the students have never studied in school,and they are concerned about their children’s academic achievements and their lack of concepts in their performance in peacetime,and so on,which makes it impossible for the local primary school students to continuously improve their Tibetan language level,and even lower than in previous years.The third chapter carries on the elaboration corresponding solution strategy and the opinion regarding the above existence related question.In the future,corresponding improvements and adjustments will be made in the field of building up the ranks of Tibetan language teachers in local primary schools and the child discipline concepts of parents of primary school students,so as to raise the level ofinterests,hobbies and abilities of local primary school students in learning Tibetan language.When local primary school students learn the Tibetan language,not only teachers need to improve their teaching ability,but also parents need to strengthen exchanges in the Tibetan language,and home schools together create a good and healthy learning environment for the Tibetan language.