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西藏学生来到内地初中班就读,在语言、饮食、习俗、文化、生活习惯等各方面与内地学生存在很大差异;而初中生从一年级到三年级的生理年龄跨度、小初衔接与毕业升学的学段发展心理,则又凸显出西藏班学生的群体差异。为了使他们迅速地适应和融入内地学校的学习、生活,促进学生确立正向的思想、观念、行为,我们研究施行了有重点、分层次、有针对性的分层递进式民族团结教育策略。一、目标功能维度:心理健康与学力优化相结合
Tibetan students came to study in the junior high school classes in the Mainland, which differed greatly from those in the Mainland in terms of language, diet, customs, culture and living habits. However, the junior middle school students’ physical age spanning from the first grade to the third grade, The psychology of further studies can highlight the group differences among Tibetan students. In order to enable them to quickly adapt to and integrate with the learning and living of schools in the Mainland and to promote students to establish positive ideas, concepts and behaviors, we conducted a hierarchical, targeted and gradual and hierarchical strategy of national unity education . First, the target function dimension: the combination of mental health and academic strength optimization