On Chinese Teaching For Uygur Nationality

In China,Chinese teaching for ethnic minorities as a second language hasdeveloped as the united multi-ethnic country has come into being.Generally speaking,every minority has its own practice of teaching Chinese as a second language in spiteof their different development levels and spans.Especially since the founding of NewChina,great achievements have been accomplished with unremitting efforts by thegovernments at all levels,strong foundations have been laid for bringing up thousandsof ethnic minority talents and a great contribution has been made to ethnic minorityeducation.However,up to now,due to the complexity of the ethnical language use and thedifferent development levels in these areas,this important linguistic teaching branchwith a long history is still an imperfect experiential one without the unifiedarrangement or smooth progress,and its own special theoretical and teaching systemshave not been established yet.This essay,with the focus on Chinese teaching for Uygur nationality,one of themain ethnic groups in China,sets up a teaching system by means of its historicalreview and qualitative and positioning studies,with the research from macro-view,middle-view as well as micro-view concerning all factors in teaching.Besides,theresearch on the specific teaching application from the micro perspective offersstrategies for teaching practice by means of questionnaire research among Uygurstudents in order to find out the existing problems.This paper aims at a better anddeeper understanding of the Chinese teaching development trend among Uygur,thepeculiar ethnic minority in China,by more people.Accordingly,further attention canbe paid to the Chinese education for Minority nationalities so that the distinctivetheoretical and teaching systems can be set up as early as possible with higherteaching and learning efficiency to make sure that the minorities can grasp Chinesefaster and better which will surely lay the strong foundation for the development ofthe ethnic minority education in the new era.This paper is made up of seven parts.The first part is introduction,which illustrates the origin of the theme,thesignificance,way of thinking and methods,together with the overall arrangement anddesigns.Chapter One is the review of Chinese teaching for Uygur nationality.In the process of document collection and collation,the writer has found that the teachingoriginated from the traditional Chinese teaching as the first language in history.In thissense,it is a regional and spatial conversion.The ancient Chinese teaching for Uygurneither gave reasonable consideration to the language learning obstacles for Uygurwhich arose due to the linguistic and cultural differences nor explored the effectiveteaching approaches to eliminating these troubles.Yet owing to the limitation of theChinese learners and the simplicity of the learning objectives at that time,thistraditional method did play a role in history.However,with the larger teaching scaleand the more learners in the late Qing Dynasty and the period of Republic of Chinawhen the objective of teaching Chinese was just to consolidate the feudal rule,thedrawbacks of just adopting the traditional Chinese teaching as the first languagebecame more and more obvious especially in the period of Republic of China.Chapter Two is about the disciplinary study of the Chinese teaching for Uygur.From the results of the last chapter,it can be seen that it is essential to carry out thequalitative and positioning studies since the Chinese teaching for Uygur has beeninfluenced by the traditional Chinese teaching as the first language since its birth andlacked its qualitative and positioning studies without obvious good teaching results.Thus,it should be defined as the Chinese teaching as a second language based on thelinguistic categorization by some researchers.Furthermore,this paper compares andcontrasts the Chinese teaching for Uygur with other language teaching and finds outits characteristics different from the foreign language teaching and Chinese teachingas the first language as well as a foreign language.In addition,this essay,on the basisof the researches on the second language teaching by other scholars,tries setting up adisciplinary system for the Chinese teaching for Uygur from macro-view,middle-view as well as micro-view,with the purpose of the overall comprehension ofthe factors in teaching together with their interactions.Chapter Three is concerned about the current Chinese teaching for Uygur.Thisstudy is carried out from macro-view,middle-view as well as micro-view on the basisof the establishment of its disciplinary system.From the macro-view,this paper pointsout that the national and regional policies in different periods have undergone thecontinuous adjustment with the social development through the collation of thecorresponding national as well as regional policies to ensure the application ofChinese teaching since the founding of New China.From the middle-view,this paperprovides the theoretical basis for the teaching views applicable in the new era with the combination of the new curriculum reform for the national elementary educationthrough the collation of the development of the syllabuses in the primary and middleschools of national minorities.From the micro-view,this paper investigates thecurrent problems in teaching practice through questionnaire research and interviewsof the students who should be the center of the teaching and learning practice.Chapter Four studies the corresponding teaching measures.It investigates thecurrent problems in teaching practice through questionnaire research by the Uygurstudents,the center of the teaching and learning practice.It offers measures from theperspectives of the basic factors in teaching practice,that is,students,teachers,teaching materials and evaluation.As to the students,it offers evidence for teachers toadopt different teaching approaches on the basis of the comprehension of learners'motives through the analysis of the origins of learning Chinese as tools from theperspective of motives of learning Chinese.It is suggested that the sinogram-basedtheory should be the guideline for grammatical teaching and the language skill classesshould be set for better listening and speaking abilities in order to overcome thelearning obstacles since it is a fact that it is difficult for Uygur students to graspgrammar and speaking skills.The evidence could be provided for researchers to findout the methods for students to learn Chinese out of class,through the cause analysisof the investigation results of the language use by the students.As to the teachers,thepaper analyzes the current situation of the Chinese teaching staff in Xinjiang,setsforth the qualities the teachers should possess with the combination of the demands ofthe teachers by the students,puts forward the constructive proposals for the teachinglanguage use,the renovation of teaching ideas and teaching methods,and investigatesthe teaching staff training and teaching structural optimization.As to the teachingmaterials,the paper suggests that not only teachers but also students should set thenew views on teaching materials,analyzes the drawbacks of the teaching materials inuse,and puts forward the measures for text contents,exercise systems and verbalarrangements.As to the evaluation mechanism,it lays the foundation for the moreperfect mechanism against the current substitution of examinations for evaluation inthe evaluation practice of Chinese teaching for Uygur according to the new evaluationideas of the new curriculum standards.Chapter Five looks forward to the prospects of Chinese teaching for Uygur.Up to now,with the development of the society and the higher demands of thedevelopment of Uygur nationality,in order to better grasp the language of Chinese, the educational departments at all levels claim that the inner construction of theChinese course should be strengthened in the combination of other courses.TeachingChinese for Uygur has become the precondition and basis for the bilingual teachingsuccess in Xinjiang,which itself is the higher demand for Chinese teaching andlearning.Therefore,Chinese teaching should highlight the characteristics of thesecond language teaching in the bilingual educational system,with the disciplinaryconstruction and renovation as its basis,and plays the more important role in Chineseteaching for minorities so as to improve the Chinese teaching course and lay thestrong foundation for the development of the minority education in China.The last chapter is the conclusion which summarizes the main points in this paperand indicates the drawbacks and further investigation which is needed.