Study on Teacher Compensation Mechanism and Countermeasures for English Teachers in Basic Education in Inner Mongolia Autonomous Region under Trilingual Education Environment
Abstract
and the key to the reform and development of local ethnic groups. Insufficient English teachers in basic education is an important problem in
trilingual education in Inner Mongolia Autonomous Region nowadays. This paper aims to discuss the countermeasures such as changing the
concept of teaching and education, increasing the tilting of policies in remote areas, cultivating trilingual teachers, making the investment of
education funds fair, and improving the level of teaching and learning of the teachers, with a view to improving the teachers strength in ethnic
minority areas, and making the fruits of compulsory education spread to more people.
Keywords
Full Text:
PDFReferences
[1] Liu, G.. Trilingual education and trilingual teaching [M]. Beijing: China Social Science Press, 2013.113-121.
[2] Sun Jiahui. Xia Maolin. Empirical analysis of regional disparities in China's preschool education funding and policy
recommendations[J]. Research on Education Finance and Accounting 2018, 29(05), 79-85.
[3] Zhao Jing. Compensatory Education in the United States from Hutson's Educational Equality. Journal of Hebei Normal University (Education Science Edition).2008, (09).45-49.
[4] ZHOU Nanzhao, ZHAO Li, REN Youqun. Teacher education reform and teacher professional development [M]. Shanghai: East China
Normal University Press, 2007.
[5] Fang Dong; Narisu; Yanhui Gou; Xinggang Wang; Jia Qiu. Trilingualism in Education in China: Models and Challenges. 2015, (12), 25-45.
[6] Liu GN. Jiang Qiu Xia. Localised Interpretation of the Theory of Foreign Language Trilingualism in Ethnic Areas in China. Journal of
Northwest Normal University (Social Science Edition).2010, (03):97-100.
[7] Zhang Chunmei. Trilingual Acquisition and Its Implications for English Teaching in Mongolian Secondary Schools[J]. Journal of Language and Literature` Foreign Language Education and Teaching.2011, (11):135-136.
[8] Wang Meiyan. China's educational development: Achievements, challenges and countermeasures[J]. Inner Mongolia Social Science
(Chinese Edition).2019, (02):98-98.
[9] Liu Quanguo. Mu Baolong. A model of trilingual contact in foreign language classrooms in ethnic minority areas in China[J]. Contemporary Education and Culture.2011, (03).37-41.
[10] Liu GN. Li Qian. Exploration of Trilingual Teaching Mode in English Classrooms in Ethnic Areas of China[J]. Qinghai Ethnic Studies.2011, (01).75-78.
[11] Liu GN. LIAO Zhi-Hua. CHENG Shui-yin. Compensation Mechanism for English Teachers in Basic Education in Western Region[J].
New Curriculum Research 2010, (10).46-48.
[12] Lu Zi-Qian. Theory of English Teaching (Chinese Edition) [M]. Shanghai: East China Normal University Press, 2010.43-43.
DOI: http://dx.doi.org/10.70711/neet.v2i8.5513
Refbacks
- There are currently no refbacks.
