Study On The Cultural Implication Of Chinese Characters In The Literacy Teaching Of Mongolian Primary Schools

Every language carries cultural elements.As the second language of Mongolian primary school students,Chinese language is necessary to integrate the cultural implication of Chinese characters.However,there is a lack of Chinese character culture in the teaching of Chinese literacy in Mongolian primary schools at present,and then it is prominent that the score of Chinese course is non-ideal.To integrate the cultural implication of Chinese characters into the Chinese literacy teaching in Mongolian primary schools,will help students of Mongolian primary school identify with the Chinese culture,and thus,it will promote the effective teaching of Chinese and the students' will do better in Chinese.With Chinese character culture for perspective,this thesis,which is pitching-in from the teachers' and students' point of view,is based on bilingual teaching,linguistics and culturology.This thesis studies the teaching of Chinese literacy in Mongolian primary schools by means of literature review,interview and classroom observation.First of all,it ensure that the good effects of literacy teaching in ordinary primary schools integrated,and then analyze the existing problems and causes of literacy teaching in Mongolian primary schools.Finally,it proposes the corresponding countermeasures in the thesis.This provides a theoretical basis for the Chinese teaching in Mongolian primary schools,and so they can improve their Chinese performance.This paper consists of seven parts:The first part is introduction,which analyzes the reason and meaning of the target and summarizes the object and methods of the research.First of all,through the interview and classroom observation of Chinese teachers in Mongolian primary schools in xilinhot city,it is learned that there are problems in literacy teaching,such as low literacy efficiency,rote memorization and poor Chinese performance.Secondly,the paper analyzes behind the reasons and the enlightenment of the successful experience of ordinary schools in integrating Chinese character culture to the literacy teaching of Mongolian primary schools.Finally,on the theoretical basis of bilingual teaching,linguistics and culturology and combined with the psychological characteristics of Mongolian primary school students,this paper puts forward literacy teaching strategies in line with the Mongolian primary school.The second part is about the successful experiences of integrating cultural deposits into literacy teaching in ordinary primary schools.Based on the literature collection,the classroom record on the Internet and my own observation of ordinary primary school,this paper comprehends and introduces the teaching effect of cultural implication in the literacy teaching of ordinary primary schools,Successful experience in integrating Chinese character culture into literacy teaching.At the same time,it expound the literacy teaching method,low literacy efficiency,poor Chinese performance and enlightenment for literacy teaching which provided from the lack of cultural identity and sense of responsibility in Mongolian primary school.The third part is about the theoretical basis of the cultural implication of Chinese characters in the teaching of Chinese literacy in Mongolian primary school.This part summarizes the development situation and cultural background of Mongolian primary schools.The relationship between language and character.The evolution process of oracle bone inscriptions,jinwen,xiaozhuan,li script,kai script,provides a theoretical basis to incorporate the cultural implication of Chinese characters.The fourth part is about the realistic possibility of integrating the cultural implication of Chinese characters into the teaching of Chinese literacy in Mongolian primary schools.First of all,the Chinese curriculum standards of ethnic primary and secondary schools in 2006 and 2014 version,understand the historical evolution of Chinese characters required by literacy teaching in Mongolian primary schools.Secondly,the research learned the number of Chinese teachers,their academic qualifications and professional titles,as well as the information technology equipment in Mongolian schools basing on the interviews with Chinese teachers,and the realistic possibility of integrating Chinese characters into Chinese culture was elaborated.The fifth is about the student factors of Chinese literacy teaching into the Chinese cultural implications in the Mongolian primary school.This part collects and sorts out relevant literature on the psychological characteristics of Mongolian primary school students.As a result,the Mongolian primary school students mainly focus on concrete image thinking,and the cognitive style tends to be flexible,holistic and field-dependent,and understand simple Chinese,and can have a basic communication before learning Chinese,and so as to provide basis for subsequent strategies.The sixth part is about the negative factors of cultural implication in the teaching of Chinese literacy in Mongolian primary schools.Through the interviews with Chinese teachers,it is found that the school lacks language environment,and the Chinese teaching lacks policy support.And the teachers are short of knowledge of Chinese culture,and teaching time is tight and the task is also heavy.And these adverse factors are expounded in the paper.The seventh part is about the strategy of integrating cultural implication into the teaching of Chinese literacy in Mongolian primary schools.This part is based on the enlightenment of Mongolian primary schools' literacy teaching,which is from the ordinary schools' experience.Combining with the Mongolian elementary student's psychological characteristic,the specific strategies are put forward for those adverse factors such as using the experience of ordinary schools' integrating cultural literacy for reference,strengthening cultural related theoretical study,carrying out the curriculum culture consciousness goal,arousing the enthusiasm of literacy,and improving culture's integrating,And so as to improve Chinese achievement.