The Research Of Pre-school Bilingual Teachers Training In Ethnic Minorityareas Examplified By The "One-year" Training About Pre-school Bilingual Teachers In Xinjiang

Carrying out bilingual education is very important for bilingual learn in middle andprimary school and social adaptation in the future. Training bilingual teachers ofpre-school is an important way to enhance those teachers’ Chinese level, specializedknowledge and professional skill, and then improve on the quality of bilingualeducation’s education.In2006, more than6000teachers walk on the post of country bilingualkindergartens in Xinjiang Uygur Autonomous Region. After that, the AutonomousRegion work out some of the authorized strength by exam, but there are still4477teachers who didn’t pass the exam. In order to solve this problem and to improve thoseteachers’ bilingual teaching ability, and to guarantee the education quality in that area,the Autonomous Region’s Education Department, Organization Committee Officeand Finance Department issued the document named <Circular on Autonomous Districttemporary employment preschool bilingual teachers training program(New Teachers(2011) No.9)> in2011, the document said that from2011to2015, the FinanceDepartment will offer3,0000,000RMB to support the teachers who still haven’t got theauthorized strength to get “one-year” training.How was the training effect about those teachers? How many problems during thetraining and how to solve those problems to improve the training quality? In this reach,try to clarify the problems and to give some suggestions, and to offer references abouthow to improve the training quality.This paper concentrate on the teachers and students who attended the trainingwhich were organized by the Autonomous Region, use the questionnaire and interviewto investigate six aspects which include the students’ essential information, trainingneeds, training content, training form, training exam and training effect. The research conclude that the pre-school bilingual teachers’ training situation andproblem in the Autonomous Region are as follow: Firstly, the selection of the student isspecific, but the standard does not carried out strictly; Secondly, the teachers have richprofessional experience, however, they lack of cross knowledge which come fromChinese and pre-school; Thirdly, the concept of training is tends to examination whichis have a certain gap for the need of teaching and students; Fourthly, paying attention totraining in class, but lack of creating extracurricular environment for Chinese; Fifth,give first place to classroom instruction, and the training form is single; Sixth, thestandard of training assess is detailed, but the concept is not comprehensive.Aiming at the problems existing during the “one-year” training process of thepreschool bilingual teachers, this research give some suggestions as follow: Firstly, theeducation department should select the students in strict accordance with standard;Secondly, establish a specialized teaching stuff of training pre-school bilingual teachers;Thirdly, according to the students’ needs to formulate training scheme; Forth, payattention to the establishment of school’s Chinese environment; Fifth, make the teachingstandard and adopt diversified instructional mode; Sixth, set a general assessmentsystem about pre-school bilingual teachers.