Research On The Development Of National General Vocabulary Of Tibetan Children Aged 3-6

The National Medium and Long-Term Education Reform and Development Plan(2010-2020)clearly puts forward the development task of “fully strengthening pre-school bilingual education”.The development of bilingual vocabulary for ethnic minority children is a prerequisite for effective implementation of bilingual education for ethnic kindergartens.The existing researches focus more on the implementation of bilingual education in Mongolian and Mongolian in Inner Mongolia,the implementation of bilingual education in Inner Mongolia,the related policy research of bilingual education,the teaching practice of ethnic kindergartens and the survey of teachers' quality.The research methods are mostly survey methods and questionnaire interviews.However,there are few studies on the bilingual learning of Tibetan children in Tibetan areas using the survey method to conduct field visits in Tibetan kindergartens.The study of linguistic and Tibetan vocabulary learning for preschool children in Gannan Tibetan Autonomous Prefecture is of great significance and value for the effective implementation of preschool bilingual education in the region.This study selected 248 3-6 year old Tibetan children from four bilingual kindergartens in Labrang Town,Xiahe County,Gannan Tibetan Autonomous Prefecture as the research object,using the internationally accepted vocabulary semantic assessment tool(PPVT)and productive lexical semantics.The assessment tool(EVT)was adapted into a Tibetan version for investigation to explore the overall characteristics of Tibetan preschool children's national lingua franca and Tibetan vocabulary acquisition development,as well as in Hanjia Tibetan and Tibetan and Canadian.The differences in children's linguistic vocabulary levels under the teaching model further explore the correlation between lingua franca and Tibetan vocabulary development.The study found that the national linguistic acceptance vocabulary of Tibetan children aged 3-6 increased gradually with age,3-5 years old developed rapidly,5-6years old tended to be flat;productive vocabulary gradually increased with age,3-4years old Rapid development;vocabulary acceptance vocabulary development level islower than productive vocabulary;there are gender differences in the development of national lingua vocabulary.Tibetan vocabulary declined 3-4 years old,and grew steadily from 4-6 years old;Tibetan productive vocabulary decreased slightly from3-4 years old,4-5 years old gradually increased,and 5-6 years old developed rapidly;Tibetan acceptability The level of vocabulary development is significantly lower than that of productive vocabulary.There are significant differences in the vocabulary level of the national lingua francs under the two bilingual education modes,but the development gap between the two vocabularies is gradually narrowing.Under the Han-Tibet model,the development of the two vocabulary of children is higher than that of the Tibetan-Khan-Chinese model;the national lingua franca and Tibetan Vocabulary development is significantly positively correlated and linguistic vocabulary levels are lower than Tibetan.Finally,based on the results of data analysis,the corresponding countermeasures and suggestions for the implementation and development of preschool bilingual education in Gannan Tibetan Autonomous Prefecture are proposed.