Case Study On The Teachins Of Minority Language In Ordinary High Schools

Under the background of internationalization of education,the internationalization of ordinary high school education has become an important trend of education reform and development.Under the situation of "One Belt and One Road" strategy calling for minority language talents,it is necessary to explore the current situation of minority language education in high school.Based on the No.3 Middle School is located in the Liupanshui Mnicipal,Guizhou province,the existing problems in the development of minority language education as a research focus,based on educational internationalization theory and Krashen's second language acquisition theory and Maslow's hierarchy of needs,around in Liupanshui Mnicipal No.3 Middle School of the teacher's teaching and student learning situation,with the result of questionnaire survey and the interview data were analyzed.Based on the combination of theory and practice,this paper attempts to propose solutions to the difficulties faced by the minority language education of Liupanshui Mnicipal No.3 Middle School.Firstly,through visiting the history museum of Liupanshui Mnicipal No.3 Middle School,we can understand the historical evolution and overall state of minority language education in the school.Secondly,students,motivation,learning strategies,teaching contents,methods and evaluation of minority languages were investigated through questionnaires.In order to make the investigation comprehensive,telephone interview this school's minority language graduate to understand their education experience and the view on minority language.Through interviews with teachers,the author analyzes the basic situation of teachers,curriculum,class hours,teaching materials,teaching methods,teaching and research activities of minority languages,then,Japanese teaching and students'special needs are analyzed as cases.Thirdly,according to the problems reflected in the survey dimensions of minority language education,combine the second language acquisition theory with the actual situation of the school to put forward opinions and suggestions.Finally,based on the second language acquisition theory,the nature of the teaching of minority language is reflected.I hope that foreign language teaching can return to the true nature of education and continuously promote the all-round development of learners.Survey results show:1.The teaching of minority language in Liupanshui Mnicipal No.3 Middle School has potential for developmentThe school relies on the model high school,the localization of local education has achieved results,the development of satellite remote classrooms and new curriculum reforms to promote the development of minority language teaching,which has a solid foundation for minority language teaching and huge development potential.2.There are still many deficiencies in the teaching of minority languages in Liupanshui Mnicipal No.3 Middle SchoolIt is characterized by the utilitarianism of learning motivation of minority language students,the low frequency of learning strategies,lack of teacher training and teaching and research activities,the lack of teaching materials,students less classroom activities,less class hours,teaching evaluation mode is not perfect.In addition to Japanese,other languages have developed slowly.