Study On The Particularity Of History Education And Teaching Improvement Of Students In Tibetan Areas Of Qinghai

This article focuses on the situation of history education for students in the southern Tibetan region of Qinghai.In my work,I am able to integrate traditional Chinese history and culture into the history learning of students from the Tibetan region of Qinghai.The article believes that there are certain particularities in the history education of students in Qinghai Tibetan areas.During the actual growth process of students in Qinghai Tibetan areas,due to cultural and other differences,their acceptance of history teaching is relatively low.The language limitations also make it difficult for them to keep up with the speed of teachers’ history teaching,affecting their own learning quality.The lack of environmental shaping makes it even more difficult to create a more positive historical learning environment for students,which affects the quality of their learning.Under the background of the new era,Tibetan areas need to actively reform and innovate history education.Establish some ethnic remote middle schools in more developed provincial capital areas to enhance the acceptance of history education among Tibetan students and fully showcase the value of history education.At present,Xining City has established multiple remote schools in Xining City,Qinghai Province,including students from the Qingnan region,including Guoluo and Yushu.The scale of these remote schools varies,some are small schools,while others are large comprehensive schools.Among them,some large schools have well-equipped teaching facilities and teaching staff,which can provide high-quality educational services.The teaching quality of remote schools is slightly lower than that of schools in Xining City,but overall it is relatively stable.The school will develop corresponding teaching plans and curriculum systems based on the local educational needs and characteristics,to ensure that students can receive education that is in line with the local actual situation.This article takes Xining Ethnic High School,which is mainly composed of students from the Goluo region of Qinghai Province,as an example.Through the method of literature reference,relevant theoretical and conceptual materials are collected.Through questionnaire surveys and interviews,data on the current situation of history teaching is collected from both students and teachers,providing more targeted opinions and suggestions for the improvement of history teaching in the future.The main focus is on the following three aspects.Firstly,paying attention to ideological education work,with teachers focusing on ideological education work,can enhance the acceptance of Chinese culture among Tibetan students and enhance the quality of unified thinking construction.Encourage students to be more active in learning history related knowledge.Secondly,focus on the diversified development of education.In the process of providing history education to students in Tibetan areas,teachers need to transform the traditional teacher driven history education model,adopt more diverse education strategies,and make teaching work more interesting.For example,in the later research process,it is believed that the Tibetan region needs to pay attention to the application of various teaching modes such as situational teaching mode and problem guided teaching mode in the process of history education reform.Thirdly,pay attention to the improvement of students’ subject status.The lack of prominent subjectivity among students in the learning process is an important factor affecting the efficient implementation of current teaching work.The article suggests that the education of history in Tibetan areas needs to enhance students’ dominance in the curriculum,in order to achieve better results in teaching work.For example,actively promoting the implementation of practical teaching models,allowing students to be the leaders of learning,and enabling history teaching to achieve better results.In summary,there are still many shortcomings in the actual implementation of history teaching work at this stage,and further improvement and improvement are still needed.Relevant educators also need to invest more energy and time in deeper research and analysis,continuously optimize and improve history education,enhance the compatibility between history education and student education in Tibetan areas,and let history education play a greater value in practice.