Investigation And Research On National Common Language Learning Of Ethnic Minority Children

The promotion and popularization of the national common spoken and written language in ethnic areas is a strategic requirement for realizing the millennium dream of the Chinese nation of "single-language,same-sound,and people’s heart",deepening the exchanges and integration of various ethnic groups,and forging a sense of community of the Chinese nation.At the same time,it also has far-reaching significance for the development of ethnic areas as a whole and individual ethnic minorities.The pre-school period is a critical period for language learning,and minority children are at the best stage for learning a second language.Therefore,minority children’s learning of the national language has received widespread attention.This research focuses on the learning of the national common language among children of ethnic minorities in southern Xinjiang.First,determine the research direction and research method according to the existing research and the actual situation.Secondly,enter the kindergarten in K city in the southern Xinjiang region to conduct field research,and collect relevant materials and data on national language learning for ethnic minority children.Finally,a detailed analysis is carried out based on the harvested data and data results.And from the six aspects of Chinese phonological awareness,Chinese sentence awareness,Chinese vocabulary level,Chinese expression willingness,early reading ability and pre-writing ability of ethnic minority children,the current situation of national language learning of ethnic minority children in southern Xinjiang is presented.Then,it finds the problems existing in the national common language learning of ethnic minority children,analyzes the factors that affect ethnic minority language learning,and finally proposes strategies to improve the effectiveness of language learning.Based on field observations and interviews,as well as data from the national common language learning quality assessment for ethnic minority children,the researchers found that ethnic minority children have achieved significant results in learning the national common language.However,minority children still have the following difficulties in language learning: first,there are phonological and grammatical errors in Chinese expression;second,language skills are poor;third,children’s willingness to actively express in classroom situations is low;fourth,The development of early reading ability is insufficient;fifthly,there is a "fault" in the development of pre-writing ability.Aiming at the predicament of minority children’s national common language learning,the researchers analyzed from various aspects,and believed that the learning dilemma was mainly formed by the influence of various factors.such as education-related departments,kindergarten education,teachers’ professional ability,family language environment,and children themselves.In view of the predicaments and influencing factors of national language learning for ethnic minority children,the researchers put forward specific educational suggestions and strategies.First,education administrative departments should scientifically implement relevant policies.The specific measures mainly include reducing government and delegating power,encouraging independent teaching in kindergartens;scientific supervision,giving full play to the role of national language evaluation;raising standards and strengthening the construction of teaching staff.Second,kindergartens need to adjust the national common language education strategy.Specifically,it includes optimizing the language environment and increasing children’s language output opportunities;adapting measures to the“kindergarten” conditions,giving play to the active role of peer groups;clarifying the content of evaluation and supervising teaching quality;providing family guidance and broadening the way for children to learn the national common language.Third,teachers should improve their professional quality.It is mainly carried out from three aspects: implementing the scientific education concept and paying attention to the rules of children’s language learning;enriching the types of language teaching activities to stimulate children’s interest in language learning;improving the level of national common language and ensuring the quality of children’s language input.Fourth,parents should try their best to provide support for children’s language learning.It mainly includes two aspects: establishing the concept of lifelong learning and creating a strong language learning atmosphere;actively participating in language learning and improving one’s own language literacy.