The school fully implements small class education, with 4 grades 16 classes, with an average of about 35 students in each class. According to the characteristics of small class, the school has made beneficial explorations in class culture construction, small class teaching and small class management. 1) In the construction of class culture, each class is equipped with modern multimedia equipment, and each class can use the large-screen rear projection (with electronic whiteboard function) and the physical booth to surf the Internet, watch TV and organize teaching; Class book corner has been added to provide books for each class for students to read at any time; Established the column of "near home" and "learning garden" wall newspaper. 2) Teaching students in accordance with their aptitude. The learning foundation of Tibetan children is worse than that of mainland children, especially the language barrier. Many students have difficulty communicating with teachers, and the teaching progress is very slow. Small-class education allows teachers to teach students in accordance with their aptitude, and more targeted hierarchical teaching ensures the learning progress of each child. 3) Fine management. Tibetan children come from the snowy plateau, so they are not very adapted to life in the mainland, and their self-care ability is poor, and their mental health problems are more prominent. Small class education makes the class teacher pay more attention to the physical and mental health of each child, carry forward the fine tradition of "students first, dedication first, responsibility first", and do a good job in student management scientifically and meticulously.
(2) Tibetan-Chinese cultural integration education.
1) School-based curriculum development of Tibetan and Chinese folk culture is a key topic in the 11th Five-Year Plan, which was formally included in the curriculum plan in 2007. The school runs through ideological and political education and moral education activities in the development of school-based curriculum: first, love hometown, love Tibet and love the motherland education; The second is the education of national unity and national integration; The third is behavior etiquette education. This paper makes an in-depth comparative study from four aspects of Chinese and Tibetan life customs (food, clothing, housing, transportation, etc.). ), Sino-Tibetan festival customs, Sino-Tibetan national literature (folk songs, legends, myths, epics, etc. ) and Sino-Tibetan national arts (song and dance, fine arts, architecture, crafts, etc. ), the structural system of school-based curriculum is constructed. 2) Hold a "Trilingual Culture Festival" every year, strengthen the integration of students in Chinese, Tibetan and English, spread and learn the excellent cultures of Chinese, Tibetan and Western through cultural festivals, and strengthen national unity and integration. 3) "Classic Reading" is an important characteristic activity of the school. Mainly through the selection of Chinese classic books suitable for Tibetan children to read, such as Three Amethyst, Disciples' Rules, The Analects of Confucius and Selected Poems compiled by the school, the classic reading activities are widely carried out in schools by using the time of morning reading, before class, lunch break, Chinese class and extracurricular activities. Classic reading activities have achieved three combinations: one is to combine with students' moral education, especially self-cultivation education; Second, it is combined with the cultivation of students' Chinese reading, writing, listening and speaking ability; The third is to combine with the reading projects of teachers and students to create a reading atmosphere for teachers and students. Through the above educational activities, Tibetan children's knowledge, understanding and recognition of China culture will be strengthened, and the exchange and integration of Tibetan and Chinese cultures will be strengthened.
(3) Community activities.
Colorful and fruitful community activities are a major feature of the school. According to the specialties, characteristics and needs of Tibetan students, on the basis of the original "Snow Lotus Art Troupe", the school has successively established more than 20 student societies, including Yalong River Literature Society, School Newspaper Editorial Department, Handicraft Production Group, Science and Technology Interest Group, Microcomputer Interest Group, Clay Sculpture Group, Art Group, Football Team, Basketball Team, Table Tennis Team and Reading Club. To strengthen the management of community activities, schools require community activities to be planned, summarized, arranged in class hours, designed in teaching and evaluated. Determine the time, place and instructor of community activities. The development and achievements of community activities are included in the grade group evaluation and the "star teacher" evaluation. In the past two years, the school has increased investment and support for community activities, actively created conditions, organized communities to participate in various competitions at all levels, and expanded publicity and influence. The school's "Snow Lotus Art Troupe" is often the main force of song and dance performances in community activities, and always wins the first prize in Jinan Art Festival every year; The editorial department of the school newspaper publishes the bimonthly edition of Everest School Newspaper (4 issues have been published), which reflects the changes in all aspects of the school in a timely manner; Yalong River, the magazine of Yalong River Literature Society, has been published for three issues, which is very popular with students and parents. The art troupe can hold an art exhibition every semester in conjunction with major festivals; In 2008, the school football team participated in the football competition for middle school students in Jinan on behalf of Shizhong District and won the third place.
(4) Mental health education.
The school attaches great importance to the psychological health education of Tibetan students, and there is a municipal project "Research on Psychology, Behavior and Intervention of Boarding Tibetan Students in the Mainland". He is a member of Shandong Mental Health Education Research Association and an advanced school of mental health education for students in Shandong Province. Since 2007, we have arranged full-time mental health education counselors, and set up mental health education courses in all grades, and conducted fruitful research in the adaptability research, adolescent education, guidance of learning methods and psychological adjustment in examinations of Tibetan students. In the grade of preparatory students, an adaptability questionnaire was designed to investigate various problems in the adaptation process of preparatory students, and a series of group counseling was conducted. According to the characteristics of adolescent students, the first and second grades should carry out mental health education in a timely manner; In the third grade, aiming at the problems of students' brain fatigue and learning anxiety, we should guide students to learn to use their brains scientifically, arrange their time reasonably and improve their learning efficiency. In 2008, a new student psychological counseling room (Heart Language Room) was established to provide psychological assistance after class according to students' individual needs. Establish a mental health education website, popularize mental health knowledge to teachers and students through the website, and more accurately understand and guide the psychological status of teachers and students. In the past two years, the school has undertaken many public classes, observation classes and seminars on mental health education for middle school students in downtown areas, which has been highly praised by the teaching department.
After more than 20 years' efforts, Jinan Tibet Middle School has thrived under the love of Shandong elders. It has become a campus with a strong atmosphere of introduction, a home full of affection, friendship and care, and a "paradise" with colorful campus life. The advanced concept of running a school is conceived and realized in a good atmosphere, civilized behavior is cultivated and used in a strong cultural environment, and the all-round development of useful talents is polished and tempered in a management model based on quality education. In silent dedication, teachers also tasted the joy of success in fruitful results; During their days together, teachers and students have also established an unparalleled deep friendship between China and Tibet. All these will be the driving force for our selfless dedication, perseverance and perseverance in the special field of ethnic education. In the future, we will continue to deepen the reform, further update the educational concept, and unswervingly implement quality education, so that Tibetan children can receive a better education in Shandong, reassure Tibetan villagers and reassure the motherland and people!