The Intervention Research On Promoting The National General Language Learning Through Performing Play Of Tibetan Infant

Improving the national common language level of ethnic minority children has increasingly become the consensus of the development of ethnic education.The study of national common language by ethnic minority infant is very important for themselves,national development and national unity.Tibetan preschool children,as an indispensable part of our ethnic minorities.In recent years,the development of ethnic education has been accelerated and the status of Tibetan infant learning national language has been greatly improved.However,there is little research on how Tibetan preschool children learn national common language better.How to promote Tibetan preschool children to learn the national common language is very important.Play is the main activity of preschool children and the main environment for infant to acquire cognitive and social abilities.Play is a necessary activity for the best development of young children,and the development of other important areas is obviously influenced by play,such as the development of language.For the second language learners,it is an effective and appropriate way to provide the environment and the opportunity of communication and interaction for the development of the second language.Therefore,based on the study of domestic and international play intervention,this study combines the characteristics of Tibetan local humanities,kindergarten curriculum and teaching,as well as the characteristics of preschool children's language learning.The use of performing play to promote the development of the national language of Tibetan infant.Through observation,interview and test,four Tibetan infant whose language level is lower than other infant are selected as the object of study,and the second class of the third kindergarten in Xiahe County of Gannan Tibetan Autonomous Prefecture is chosen as the research object,through observation method,interview method,test method,and so on.The other 12 Tibetan infant served as the control group.On this basis,the program is designed based on the level of Chinese language development of the study subjects,and draws up a play intervention program for Tibetan preschool children in the national language learning,which includes three processes: "storytelling","play" and "retrospect",which includesthree processes: "storytelling","play" and "retrospect".Four subjects were then treated for 6 weeks.After the intervention,Chinese receptive vocabulary and Chinese expressive vocabulary were used to test the changes of Chinese proficiency of Tibetan children,and the changes of vocabulary in both languages were analyzed.The results showed that the national language level of Tibetan infant intervention group was significantly improved.Through the test,the intervention infant improve the level of Chinese receptive vocabulary and Chinese expressivevo cabulary,and are more clear and fluent in Chinese pronunciation and expression.The growth rate of Chinese vocabulary in the intervention group was highe-r than that in the control group.The study concluded as follows:Performing play can effectively promote the national common language learning of Tibetan in fant;The performance play has a positive effect on the expression of the expression language,the language learning and the use of the Tibetan infant;The effect of short-term performance play on promoting the development of Tibetan infant's understanding vocabulary is not significant,but the effect of long-term intervention needs to be studied.The main reasons are as follows:Acting play urge young children to input and output the national common language on the basis of understanding;The performance play provides the situation of the national general language learning for the Tibetan infant;The performance play provides a model of language sentence for Tibetan infant to learn the national common language.Performance play provide Tibetan infant with a higher level of practice and language creation opportunities;Providing a play opportunity to promote the development of its language at a suitable age stage;Peer communication and appropriate intervention by teachers provide a hawk for national common language learning.The interpretation of this result will be of great significance to the bilingual development and education practice and policy formulation of ethnic minority children in Tibetan infant areas and even in the whole country.