The Research Of Cultural Influnce Of City Mongolian Children For Learning Mother Tongue

On the UNESCO international language education conference in Pairs in 1981, the participants generally agreed that"native language is the best means of education, the best tool to inherit the civilization, the largest power and the logo for promoting people to participating the country's construction and development."It makes us to realize that the language, as a symbol of individual and national, is the key elements of achieving the universal education objectives and the millennium evelopment goals. In the international and global economy background, with the arrival of information age, the national language with less users of world population and relatively backward economy and culture, becoming increasingly tend to lose energy or narrow scope of use, even endangered or to die. Mongolia is an old and the great nation of a long history and splendid culture. However, the rural urbanization, (pastoral) the integration of the world economy, and the rapid development of Internet make the ecological environment of language and culture in Mongolian areas has changed very greatly, and the city Mongolian lose the advantages language environment for learning native language. In recent years, the issue of the city Mongolian young learners to learn mother language attracted much attention, and became the new problems urgently to be solved.In this research, the author takes the perspective of culture and use the methods of literature, observation, interview and questionnaire, and make the Mongolian kindergarten in Hohhot as a case, and employs the children main activity place: kindergarten, family and community as the breakthrough point, and try to analyze the cultural factors that can influence the city Mongolian young learners to learn native language and put forward some practical suggestions. The main content of this research can be listed as follows:The first part is about the how the problem was proposed and the significance of research and from these two parts mainly declared that what are the purpose and meaning of this project. By collecting and sorting the literature, the related research results are briefly described, and also pointed out the shortcomings of these researches and briefly introduces the main research method of this text.The second part described the theoretical basis of this study and the cultural background of children's learning. On the one hand this thesis presents the core concept of this article and some related theories; the other hand it also introduces the process of Hohhot Mongolian areas urbanization and some basic situations of this study.The third part introduces the kindergarten culture on the impact of children learning their mother tongue. It presents perspectives of environment culture, child culture, teacher culture, curriculum cultural and so on. Through the collected information and data analysis, this paper reflects the role and status of kindergarten culture in the process of children learn their mother tongue.Part IV mainly introduces the impact of children learn their mother tongue caused by family culture. It states from the objective and subjective family culture. Through the collected information and data analysis of the text, we conclude that the family culture is the key factor of in children's learning.Part V introduces the influences given by community culture in children's learning. It explains from the following aspects: community environment, community education and community folk. This part emphasizes that community cultures plays an important role in children's learning and called for in the future of child language teaching we should make more use of community resources.In short, to learn children's mother tongue, kindergartens, families, communities and other cultural factors have given some effects. We can not find out which is the most important factor in childhood language learning process. The author believes that in the mother-tongue education, teachers should combine the kindergarten resources, family resources and community resources all together. In this case, we can create the best learning environment for children.