A Survey Of Junior Pinyin Teaching In Primary Schools In Minority Areas Of Guangxi

According to the requirements of the Chinese Curriculum Standards of the Ministry of Education,the objectives of Pinyin teaching in the first stage of primary school are as follows: to learn Chinese Pinyin,to pronounce the correct initials,vowels,tones and syllables as a whole;to read Chinese characters with the help of Chinese Pinyin,and to combine it with Mandarin speaking and literacy teaching.The formulation of this goal is based on the fact that China is a multiethnic country with a rich and complex voice system.In order to facilitate the exchanges between different nationalities,the state stipulates in legal form that the national common language of our country is a common language based on Beijing pronunciation and Northern dialect.In recent years,with the increasing demand for Putonghua in modern social communication and work,as well as the emphasis and strengthening of the national policy to promote Putonghua,the standardization of Chinese Pinyin pronunciation has gradually become a hot topic in academic circles.On the basis of the existing theoretical research,this paper establishes the purpose,direction and focus of the research according to the local actual situation,and makes a concrete analysis of the prominent problems in Pinyin teaching combined with the actual situation of Pinyin teaching.For example,through the difficulties and prominent problems in teaching initial consonants,vowels,neutral tones and infanticization in Pinyin teaching in Guangxi minority areas,this paper explores the specific strategies of Pinyin teaching in minority areas;through the investigation of some schools in Guangxi minority areas,it understands the phonetic characteristics of students' languages in Guangxi minority areas,and compares them with the standard pronunciation of Putonghua,so as to find out the students.Problems in Pinyin pronunciation;Based on the questionnaire survey,this paper analyses the pragmatic situation and attitudes of teachers in ethnic minority areas of Guangxi;supplements and improves the survey results through key interviews,clarifies the present situation of Pinyin teaching in ethnic minority areas of Guangxi,and analyses the problems and reasons in Pinyin teaching;finally,taking a rural primary school in Guangxi as an example,it aims at the ethnic minorities of Guangxi.The problems of Pinyin teaching in different regions have put forward corresponding strategies and suggestions for teachers and schools,in order to provide some reference for Pinyin teaching in various ethnic regions of Guangxi and bring practical effect for popularizing Putonghua in ethnic regions of Guangxi.By using the method of literature analysis,this paper makes a research and summary on the teaching of Putonghua pronunciation in China,analyses the shortcomings and establishes the research direction.Through interviews to understand the current situation of Putonghua teaching in Guangxi minority areas and local areas,to lay the foundation for the analysis of the problems existing in Putonghua teaching in Guangxi minority areas,and to provide practical basis for the selection of teaching strategies.By means of self-compiled questionnaires,we can understand the students' daily language situation,determine the present situation of Putonghua teaching in Guangxi minority areas and the existing problems in teaching,and grasp the feasibility and realistic basis of implementing Putonghua teaching strategies in Guangxi minority areas.In order to further improve the pronunciation data and further analyze the problems of teachers in the pronunciation of Putonghua,the investigation form of classroom observation and observation is adopted to record and record on-the-spot voices of teachers of different genders,nationalities,ages and subjects,so as to find out the ways to solve the problems in the pronunciation of Putonghua.In addition to the introduction,this paper is mainly divided into four chapters.The introduction part mainly analyses the current situation of the research.This paper explains the reasons for choosing the topic,expounds the purpose and significance of the research,and discusses the theoretical significance and practical significance respectively.Finally,the research methods adopted in this paper are explained.The first part focuses on the status quo of Pinyin teaching in lower grades in minority areas.The research on teaching methods of Pinyin in lower grades in minority areas mainly focuses on the characteristics of Pinyin pronunciation and the regular pattern of Pinyin pronunciation.The research on the application of Pinyin teaching in lower grades in minority areas mainly focuses on the use of teachers' Pinyin teaching and the differences in support of participating in Pinyin teaching.The second part focuses on the current situation of Pinyin teaching in the lower grades of Longhong Primary School.The research is based on Longhong Primary School in Pingguo County,Guangxi.Through questionnaires and classroom observation of teachers and students,it is found that there are many difficulties in pinyin learning among students in teaching.The main problems are the imbalance of teachers and lack of innovation.The schools do not pay enough attention to Pinyin teaching,lack of understanding of its purpose and significance,imperfect curriculum,and the whole region does not have it.Form an atmosphere of communication using standard Putonghua.The third part focuses on the analysis of the causes of Pinyin teaching in lower grades in minority areas.There are five aspects: analyzing the present situation of Pinyin teaching from the students' learning level;analyzing the present situation of Pinyin teaching from the teachers' teaching level;analyzing the present situation of Pinyin teaching from the social development level;analyzing the factors influencing the development of Pinyin teaching;and analyzing the main contradictions influencing the standardization of Pinyin teaching.The fourth part focuses on the solve strategies of Pinyin teaching in minority areas.The first is to seek teaching innovation and provide practical support for Pinyin teaching.Teachers should use various forms of teaching methods to improve students' interest in learning,schools should strengthen the construction of teaching staff to improve teaching efficiency,followed by the creation of effective classrooms to provide development support for Pinyin teaching.In the classroom teaching,we should have a clear mind of knowledge,vigor of the classroom,and students' main body.Finally,we should allocate resources reasonably to provide educational resultant force for Pinyin teaching.Teachers should devote themselves to the study of teaching materials and methods.Schools should change the single evaluation system for students and play a complementary role in family and social education.In the process of investigation and study,the investigation and study of Pinyin is not comprehensive and meticulous enough.There are limitations in putting forward relevant strategies,and further research and discussion are needed.