| The national medium-and long-term educational reform and development plan(2010-2020)clearly proposes the development task of " comprehensively strengthening bilingual education in preschool".the research on the development of bilingual spoken language in minority preschool children is a prerequisite for the effective implementation of bilingual education in minority kindergarten.however,the existing research focuses more on the curriculum design of minority kindergarten,the implementation status of bilingual education in Chinese and the quality survey of teachers in minority kindergarten.the research methods are mostly investigation methods,while the research content on bilingual learning in minority preschool children and the test method for in-depth observation and evaluation in minority kindergarten are few.This study takes 30 Mongolian children in a large class in a minority kindergarten in inner Mongolia autonomous region as the research object,uses the "storyboard" activity in the " colorful spectrum" language evaluation activity as the research tool,and at the same time assists in exploring the language activities of Mongolian children in the class with observation method.it comprehensively investigates the characteristics of Mongolian children’s Mongolian and Chinese spoken language ability in a large class under the mongolian-chinese bilingual teaching background and the relationship between the Mongolian children’s two spoken language abilities,and further analyzes the factors influencing the Mongolian children’s bilingual spoken language ability in a large class under the mongolian-chinese bilingual teaching background.The research results show that the overall level of mongolian-chinese bilingual oral ability of Mongolian children in large classes is consistent under the background of mongolian-chinese bilingual teaching.the oral structure of the same child in different languages is different,and the time of mongolian-chinese bilingual story telling of children is significantly related.The characteristics of mongolian-chinesebilingual spoken language: the scores of mongolian-chinese bilingual spoken language elements are consistent;The specific characteristics of each language element are as follows: the overall structure of Mongolian story is complete,the overall structure of Chinese story telling is at a medium level,and the characteristics of mongolian-chinese bilingual story telling are significantly different.The theme of Mongolian stories is less consistent,the score of Chinese stories is higher than that of Mongolian stories,and the relevance of Mongolian and Chinese bilingual stories is significant.The use of descriptive tone in Mongolian is relatively small,while that in Chinese is relatively high.the use of descriptive tone in mongolian-chinese bilingual spoken language is significantly related.The use of dialogues in mongolian-chinese bilingual narration is less and shorter,and the relevance is obvious.The scores of the use of time markers and quantifiers in Mongolian narration are low,while the use of time markers and connected words in Chinese narration is single,and the correlation between the two is significant.Mongolian story telling has strong performance,individual differences in oral Chinese are significant,and mongolian-chinese bilingual oral performance is highly correlated.Mongolian and Chinese vocabulary use level is low,bilingual vocabulary level difference is significant.The level of sentence structure is simple in Mongolian and lower than the average level.the level of sentence structure in Chinese is lower than that in Mongolian but the difference is not significant.Finally,from five aspects of community language environment,kindergarten language environment,class language environment,family language environment,and children’s language background,this paper analyzes the influencing factors of Mongolian children’s bilingual spoken language ability. |
PDF Full Text Request