Study On Mandarin Teaching Reform Strategies For Preschool Teachers

In the21st century, our preschool education receives unprecedented attention. Thedeepening of preschool education reforms has put forward higher requirements for preschoolteachers, whose objects are children aged3-6. They rely on oral language for communication,so preschool teachers need to master standard and fluent Mandarin besides professionalknowledge. As teachers’ operating language, Mandarin is an important tool in teachingactivities. Mandarin course is a compulsory course for students, which is designed to trainstudents to master mandarin sound, rhyme, tone, pronunciation rules, to have certain ability ofdialect discrimination and to reach the level of qualified preschool teachers.This paper surveys Mandarin teaching situation, problems and reason analysis, andexplores teaching reform strategies. In order to enhance the interest of Mandarin teaching, itputs forward a series of teaching policies and verifies their feasibility.This paper is divided into four parts:The preface sets forth the research situation of Mandarin teaching strategies, thesignificance of study and research methods. Based on the current situation of preschooleducation and the teaching of Mandarin, this paper briefly describes Mandarin teachingdeficiencies and explores the theoretical and practical significance of teaching reform strategyresearch. It provides the basis for teaching reform strategy proposed in this paper.The first chapter investigates students’ Mandarin application and teaching situationthrough questionnaires, interviews and other forms, analyzing and summarizing the results ofinvestigation. This paper introduces the general situation of Mandarin teaching, the basicsituation of teachers and students, their understanding situation, learning and teachingsituation with data, summarizing three aspects of innovation in teaching methods and othercontents.Chapter Ⅱanalyses the problems and causes of preschool Mandarin teaching in detail. Itincludes six aspects, such as not enough attention on Mandarin. Based on the cause analysisof the problems, it proposes Mandarin teaching reform direction. Starting from kindergartenteachers’ career development requirements, it explores pointed teaching strategy on trainingstudents’ occupational Mandarin literacy to adapt to kindergarten teaching and to improvestudents’ language ability. Aiming at the problems and combining teaching practice, Chapter Ⅲ puts forwardspecific strategies to improve teaching effect, including four aspects: creating a good languageenvironment; adopting various teaching methods; developing teaching according to gendercharacteristics; enhancing teaching interest. These teaching strategies put forward concretemethods to improve Mandarin teaching from different angles, especially the measures fortraining the students’ learning interest. These measures are in line with the students’characteristics, and they can effectively arouse students’ learning enthusiasm and improve theteaching effect of Mandarin.