A Study On Chinese Language Teaching In Pahoa Trilingual Kindergarten In Indonesia

Most Chinese Indonesians learn Chinese from kindergartens,and the Chinese education is in a younger age.Through a one-year study on the Chinese language teaching in Bahua Trilingual Kindergarten,we found that Bahua Trilingual Kindergarten runs Chinese language teaching in various fields of preschool child development,and combines various teaching modes and teaching methods with certain science.Sexuality and effectiveness,but there are also problems such as unclear teaching objectives,insufficient attention to the development of children's Chinese reading ability,long class time,poor Chinese words teaching,low Chinese activities and with single form,and backward teaching materials.Based on the existing problems,we conducted a questionnaire survey on students,parents and Chinese teachers of Bahua Trilingual Kindergarten.The results showed that most of the students in Bahua Trilingual Kindergarten are Chinese Indonesians but generally lack Chinese language environment;parents has high expectations for Chinese teaching;the needs of children's speaking ability is greater,Chinese reading needs are greater than writing needs;Chinese teachers have the need to optimize class time,increase Chinese activities and enrich teaching materials.Combining the theory of early childhood development,early childhood psychology,and second language acquisition theory for young children,the practical situation of Chinese teaching in Bahua kindergarten in Indonesia and the Chinese language teaching needs of students,parents and Chinese teachers,we believe that the methods of increasing the interest of teaching which considered to be interesting from the improvement of teaching methods and improve the teacher's "fun ability",learning from the language experience teaching method to cultivate reading ability,improving the Chinese character teachingcontent from the aspects of cultivating Chinese character stroke painting and Chinese character structure recognition,paying attention to Chinese character grading and communication leading principle,etc.The sound activity book and the use of intuitive teaching aids,optimizing the curriculum and class time,creating an encouraging language learning atmosphere,establishing a child's language confidence and other specific and feasible teaching methods can improve the quality of preschool Chinese teaching in Indonesia's Bahua School.