An Investigation Of Multi-category Words In Standard Curriculum For Chinese In Full Time Minority Primary And Secondary Schools (On Trial)

Standard Curriculum for Chinese in full time minority Primary and Secondary Schools, which we can refer to Standard Curriculum for Chinese as its short term. It reflects the basic specifications and requirements for Chinese course of primary and secondary school in China. Chinese teaching materials, Chinese language teaching, educational assessment and examinations are based on Standards Curriculum for Chinese. And the management and evaluation of Chinese language courses are also based on it. Standards Curriculum for Chinese meets the basic requirements of the knowledge and ability in Chinese, process and methods, attitudes and values for minority students at different stages. It is applicable for those primary and secondary schools in ethnic regions in which they use their native language for education, including those using other bilingual teaching mode.The appendix of Standards Curriculum for Chinese contains 7,278 Chinese words which are required for students to master. These words are divided into three levels:there are 3,055 words in the first level,2,173 words in the second and 2,050 words in the third. In the teaching material, the first-level words are for the primary school students, the second-level words are for the middle school students and the third-level words are for high school students. The survey shows that among 7,278 Chinese words, there are 692 multi-category words, accounting for 9.51% of the total words. Multi-category words have always been the difficult problem in linguistics. From the point of view of teaching Chinese for minority students, the problems of this kind of words are even more difficult. How to solve this problem for minority students? Firstly, we need the help of the research of multi-category words. Secondly, we have to combine the characteristics of bilingual education and the practical problems which the minority students encountered when they learn Chinese and we have to find out the scientific theories and teaching models of teaching multi-category words trying to resolve the practical problems for minority students.This thesis has reviewed the existing research of multi-category words, and has analyzed the definition of this kind of words. The author has discussed the difference between multi-category words and homophony, multi-category words and flexible usage of parts of speech. Then, the author has analyzed multi-category words which were listed in the appendix of Standards Curriculum for Chinese and has demonstrated the importance of this kind of words in teaching Chinese for minority students. The author has taken the teaching Chinese to Mongolian students as an example to analyze the difficulties and causes, proposing some ideas on teaching material and classroom teaching, so as to provide some references for teaching Chinese for ethnic groups, especially for Mongolian students.