Research On Preschool Bilingual Teaching Of The Zhuang Minority

The concept of "Bilingual Teaching" means that at school or in class teaching activities in which professional teachers teach students knowledge through two kinds of language. The teaching process includes not only two kinds of language learning, but also the actual application of the languages. Pre-school bilingual teaching, as the name suggests, is the activities carried out in kids’ preschool education stage. In this paper, especially in the Guangxi Zhuang Autonomous Region, kindergarten teachers use the Zhuang language and Chinese Mandarin as the teaching tool for preschool education of young children in the classroom, and assure that children can correctly use two kinds of language to communicate in daily life. The significance of this paper aims on the necessity of preschool children Zhuang & Mandarin bilingual teaching research and practical investigation, on the one hand, it helps to solve the confusions and obstacles encountered in the bilingual teaching of preschool children, and provides theoretical reference and empirical support on preschool children’s Zhuang and Chinese Mandarin bilingual teaching in the area of minority. On the other hand, this can provide theoretical and practical aspects of reference for our country to develop a Zhuang and Chinese Mandarin bilingual education policy of preschool children.The questionnaire investigation method is through sending out the questionnaires to teachers and parents of the students of the preschool in T town of Wu Xuan County, including 14 kindergartens and 2 primary schools, and then carries on the investigation to the Zhuang inhabited areas about carrying out bilingual teaching attitude and intention. Interview method as a supplement to the questionnaire method, allows the investigation of the event itself and the participants to talk directly, make the study emitting flowing vitality.Through questionnaire survey,data shows that in the town of Tong Ling kindergarten teachers’ education level generally is not very high; attitude on bilingual teaching in the garden is not very active; in bilingual teaching Zhuang language is teached more, because the local people handled the Chinese very skilled already; evaluation for bilingual teaching achievements takes more emphasis on children’s bilingual mastery and application ability. Data in the questionnaire of parents also shows, the parents of children in the area is also skilled in the use of Chinese as the daily language communication, and argues that learning Chinese the more important relatively, the development ability in the future of children is placed in a more important position, and the national language and culture in a secondary position.After finishing the literature, doing interviews to kindergarten teachers and parents of students, we concluded the existing problems in the development in the Zhuang Minority District preschool "Bilingual Teaching", such as the "Bilingual Teaching" understanding existence deviation, bilingual education and teaching goal setting unreasonable, teacher quantity shortage and the low quality, the lack of suitable national bilingual teaching materials for minority, the use of inadequate funding, evaluation and the less healthy feedback mechanism,etc.How to solve the existed problems of the "Bilingual Teaching" in the process of development, better understand the connotation of "Bilingual Teaching", and truly achieve the "Zhuang & Chinese all-round" goal, we need to simultaneously know the importance of thinking and actions. We must first assure the preschool bilingual teaching goal in Zhuang inhabited areas; secondly, strengthen the construction of preschool bilingual teachers team, this needs the stable treatment of teachers, the introduction of bilingual teaching talents and strengthen the management of teachers, improving teachers’ quality simultaneously; then preparing teaching materials with local characteristics of double language and increasing the funds of bilingual teaching; finally, consummating pre-school bilingual teaching content, and correctly evaluating the results of preschool bilingual teaching.