Research On The Input Quality Of Teachers' National Lingua Franca In Minority Areas

The national common language learning of minority children in minority areas is mainly based on the input of national common language in teachers' teaching activities.According to relevant literature,there are few researches on the quality of teachers' input of national common language,and the children's acquisition of national common language is slow in the field study.This study selected town was in gannan Tibetan autonomous region south of pastoral areas therefore Tibetan language input and auxiliary national common language input bilingual kindergarten teachers in the national quality of language input as the research object,and promote the national common language teachers to better communicate with children in the input of the thinking on the action,and the development of national regions of national common language teaching professional skills and professional development;At the same time,the input quality observation scheme(IQOS)in the research can provide a new observation tool for the research of national common language input quality of teachers in minority areas.Observation method and input quality observation scheme(IQOS)were used to encode and analyze the collected data.The results show that the input quality of the national common language is less than that of the national common language.The interaction of national common language is dominated by teachers.Teachers' national common language questions are mainly based on display questions.The meaning and form of children's national language output are neglected and the quality of national language input in different age classes is a model.Through quantitative analysis results,the following conclusions are summarized based on the contents of informal interviews and case studies: first,the imbalance of the input quantity between the national common language and Tibetan language leads to the slow development of children's national common language;Second,the national common language interaction model consists of traditional teacher-response-feedback(IRF)teaching method.Third,the teachers' national common language question method lacks innovation,and the questions raised during the interaction are mainly about demonstration,which fails to arouse children's interest in learning national common language.Fourthly,teachers' neglect of the contents of the output of children's national common language results in the absence of the meaning and form of the output ofchildren's national common language.Based on the research conclusion of teachers' input quality of national common language,five Suggestions are put forward.Second,the input-interactive-understanding model replaces the traditional IRF model and gives children the opportunity to participate in the communication of the common language of the country.Thirdly,teachers pay more attention to the way of asking questions in national common language,which combines reference questions with presentation questions,so as to improve teachers' ability to ask questions effectively.Fourthly,it affirms the dual value of the meaning and form of the output of children's national common language,and promotes the acquisition of children's national common language.Fifth,enrich the input quality model of national common language and increase the chances for teachers to choose different input models.