Bilingual Curriculum Construction and Implementation of Preschool Education in Tibetan Areas

Hongmei CAI, Shanze LI

Abstract


Preschool bilingual curriculum development is a hot issue of preschool education in ethnic areas of China. This study used in-depth interviews and observations, were studied in the bilingual education in 23   kindergarten Tibetan area. The purpose of the study is to understand the current status of preschool bilingual education curriculum development in Tibet area, so as to analyze the construction and implementation of preschool bilingual education curriculum .The study found, preschool bilingual curriculum construction in Tibetan areas has made remarkable achievements, such as the Tibetan cultural characteristics of thematic curriculums, the form of the game teaching methods, immersion language communication modes, and visual forms of parent participation in kindergarten education. The survey also found the problems of preschool bilingual curriculum construction and implementation, such as the content of the curriculum does not reflect the characteristics of Tibetan area, teaching methods ars unsuitable for children’s learning requirements. The researchers believe that, preschool bilingual education curriculum construction must correctly understand the special nature of bilingual education. The relationship between Tibetan culture inheritance and the development of education is coordinated, so that the quality of preschool education will be improved.

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References


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DOI: http://dx.doi.org/10.3968/n

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