自西藏和平解放以来，国家一直重视西藏发展，更是举全国之力在科研、教育、医疗等多个领域对西藏进行支援和帮助。针对西藏基础教育严重滞后的现实情况，引进教师成为推动西藏基础教育卓越发展的重要政策机制。来自内地的汉族教师进入西藏后，既面临着高原气候对身心健康带来的挑战，也需面对生活与工作中的各种困难。研究者基于自己的真实体验，关注了援藏教师在生活、人际、工作等方面的适应情况。研究试图回答以下问题：1、影响教师入藏选择的主要因素是什么？2、作为一名援藏教师，他们在生活和工作适应过程中遇到了哪些困难和挑战？3、他们是如何来应对这些困难和挑战的？

研究采用叙事研究方法，对9位援藏教师进行了深度访谈，并结合研究者自身的经验，试图真实客观地呈现援藏教师进藏工作的困境、挑战与适应性问题。通过还原援藏教师的切身经历和感受，得出以下研究发现：1、稳定的工作是教师赴藏选择的关键性因素；2、地方教育环境影响了赴藏教师的职业成就感；3、援藏教师民族交往机会不足；4、援藏教师的工作适应策略受到了个人主体性的影响。

本研究呈现了教师援藏政策中需要回应的个人困境与制度性问题，为相关政策的改进提供了参考，研究也针对各方主体提出了以下建议。1、教育行政主管部门：监督各项援藏政策和制度的执行，确保教师的利益；进行文化培训。2、学校管理层：关心援藏教师的生活，多组织集体活动；改善激励机制，激发教师的工作积极性。3、援藏教师：援藏教师积极了解西藏文化，加强人际交流；降低期待，提高自身教学能力。

Since the peaceful liberation of Tibet, the state has always attached great importance to the development of Tibet, and has mobilized the efforts of the whole country to support and help Tibet in scientific research, education, medical care and other fields. To support basic education in Tibet, teachers has become an important policy mechanism to promote a better development of basic education in Tibet. However, when the Han teachers transfer to Tibet, they encounter not only challenges of the plateau climate on their body and feeling, but also they need to  adapt to the new environment. The study pays attention to the real experience of them, and intend to reveal their adaptation process in work, life, ans interpersonal relationship. The study tries to answer the following questions: 1、What are the main factors affecting teachers' choice of have a job in Tibet? 2、As a teacher in Tibet, what difficulties and challenges have they have encountered in life and work? 3、How did they cope with the difficulties and challenges?

Using narrative research approach, the study conducted in-depth interviews with 9 teachers who are recruited into Tibet as a teacher, and combined with the researchers' own experience, the study tried to present the dilemma, challenges and adaptability of them. By having a voice of their personal experiences and feelings, the study got the following findings: 1、Stable work is the key factor for teachers to choose to work in Tibet; 2、The local educational environment affects the teachers' professional achievements; 3、Teachers lack opportunities for cross-cultural communication due to the language reason; 4、The coping strategies of teachers are influenced by their individual subjectivity.

This study presents the personal dilemmas and institutional problems in the policy , and provides references for the improvement of relevant policies. The study also puts forward the following suggestions for various subjects. 1、Administrative departments of education: To supervise the implementation of various aid policies and systems to ensure the interests of teachers; Conduct cross-cultural training. 2、School management: concerned about the life of teachers in Tibet, organize more collective activities; Improve the incentive mechanism to stimulate the enthusiasm of teachers. 3、Teachers who aid Tibet: Teachers who aid Tibet actively understand Tibetan culture and strengthen interpersonal communication; Reduce expectations and improve teaching ability.