| China is a multi-ethnic country with many ethnic languages and cultures.With the development of the economy and the deepening of exchanges between various ethnic groups,the national common language has become an important carrier for the individual development of ethnic minorities,gaining scientific knowledge and culture,exchanging ideas and feelings,and promoting the progress and development of the quality of life.At the same time,the popularization of the national common language is an important manifestation of national consciousness.The sense of community of the Chinese nation is an important spiritual support for safeguarding national unity and ethnic unity,and is an important issue in the cause of socialism with Chinese characteristics.China’s "National Medium and Long-term Language and Characters Undertaking Reform and Development Plan Outline(2012-2020)" and many other documents clearly stated that the national common language should be vigorously promoted in minority areas.The development of informatization is swift and unstoppable,with emerging technologies emerging in endlessly,integrating with all aspects of society,as well as in the field of education.With the deepening of education informatization,preschool education informatization has gradually kicked off.However,due to the particularity of the educational objects in the preschool education stage,there are many discussions in the process of preschool education information construction.In minority areas where the promotion of the national common language is relatively slow,whether the informatization model can effectively promote Tibetan preschool children to master the national common language and the main influencing factors for Tibetan preschool children to master the national common language are the main issues discussed in this study.This study is based on experimental research methods,combined with field research,interview methods,and observation methods.The pre-school children aged5-6 years old from G Kindergarten in W Township in X County are selected as the experimental subjects.The Mc Carthy Children’s Intelligence Scale revised by the East China Normal University research team The language subscale(MSCA-CR)in "(China Revised Edition)" is a research tool,through experiment 1(pre-test),the test subjects’ national common language development status;after that,subjects will be given a two-month informatization teaching Mode influence,experiment 2(post-test).And by comparing the results of the two experiments,it explores the effect of informatization teaching mode on Tibetan preschool children’s mastering of the national language.And draw the following conclusions:1.The development status of the national common language ability of Tibetan preschool children is relatively lagging behind.2.The informatization teaching mode promotes the development of the national common language ability of Tibetan preschool children.Through the analysis of the experimental results,combined with the survey results,interviews,and observations,the reasons for the listening ability,comprehension and expression skills shown in the development of the national language of Tibetan preschool children are analyzed,and the reasons are analyzed from children and teachers.,Teaching materials,environment,etc.,and make countermeasures and suggestions based on local actual conditions. |
