A Study On The Interest And The Influential Factor For Learning Chinese Of Ethnic Minority Preschool Children In Hotan

Interest will drive the students to learn, and it is involved in the whole process of Chinese learning. How to foster children's interest in learning Chinese is the overriding objective for Chinese teaching of ethnic minority preschool children. Through investigation and research, the actuality and influencing factors for learning Chinese of ethnic minority preschool children can be understand in Hotan, and the psychological laws for learning Chinese of ethnic minority preschool children is explored in Xinjiang. Then the scientific basis of preschool education is provided for government departments and agencies, and the reference line of thought for theoretical study on preschool education.At the beginning, Chinese learning interest is systematically elaborated combining with relevant theories concerning affection, motivation, etc, the important role that interest plays on Chinese learning and Chinese teaching is pointed out. Simultaneously, the inadequacies of current research is pointed out for further research.And then, the present situation concerning Chinese learning interest of preschool children is looked through by making use of methodologies, including questionnaire, case studies, interview and observation in Hotan, and the survey data is analyzed by using of statistical software. According to the result of investigation, conclusion of the study is: overall, the interest for learning Chinese of ethnic minority preschool children remains at a fairly low level in Hotan. Female child has significantly higher learning interest than that of boys. 5-6 years old child has significantly higher learning interest than that of 3-4 years old child. Preschool children in the city have significantly higher learning interest than that of rural children. Among the seven influential factors, teaching methods has the most impact on the interest for learning Chinese of ethnic minority preschool children and personal capacity has the lest impact, the influence from more to less ranks as: teaching method; teacher attitudes; parents encourage; school atmosphere; objectively support of family; personality; personal language capacity. Moreover, based on the findings, the reasons leading to the status quo are analyzed from the three aspects of the language environment, the quality of teachers, and the concept of pre-school education who the teachers and parents have. According to the result of questionnaire, case studies, interview and observation, the reason which influences the Chinese learning interest of preschool children is analyzed.Finally, the author makes suggestions on how to improve the Chinese learning interest of ethnic minority preschool children from three aspects of school, family and government, based on the existing problems and the results of research and analysis, so as to help the learners, Chinese teaching, parents and relevant social parties find an effective solution to this problem. As long as positive attitude towards Chinese is formed and interest in learning Chinese is motivated, the teaching effectiveness could be satisfactory, and a good foundation could be laid for their personal development as well. At the same time, the Pre-school bilingual education could be smoothly implemented in Xinjiang.