Mongolian Kindergarten Teachers In Agricultural And Pastoral Areas Are Organized In The National Common Language The Problems And Solutions Of Teaching Activities

With the full implementation of the national common language education in China,kindergartens in ethnic areas also began to carry out education activities in the national common language.It is particularly important for preschool teachers to organize educational activities in the national common language.At present,there is less research on the educational activities of Mongolian kindergarten teachers in the national common language organization,and less research in the scope of Mongolian kindergartens in agricultural and pastoral areas.This study takes the teachers of 9 Mongolian kindergartens in the agricultural and pastoral areas of Inner Mongolia as the research object,and uses the methods of questionnaire,interview and observation to analyze and understand the problems and reasons faced by the Mongolian kindergarten teachers in the agricultural and pastoral areas in organizing educational activities in the national common language,and put forward the solutions.The paper is divided into six parts: the first part is the introduction,which puts forward the research origin,research significance,core concept definition and literature review;The second part is the research design,which states the research purpose,research content,research object,research methods,research ideas and the innovation of this research;The third part is the key part of this study,which is the current situation of Mongolian kindergarten teachers organizing educational activities in the national common language in agricultural and pastoral areas;The fourth part is the analysis of the problems and reasons faced by Mongolian kindergarten teachers in agricultural and pastoral areas;The fifth part is the feasible solutions to the problems;The sixth part is the conclusion of this study.significance,core concept definition and literature review;The second part is the research design,which states the research purpose,research content,research object,research methods,research ideas and the innovation of this research;The third part is the key part of this study,which is the current situation of Mongolian kindergarten teachers organizing teaching activities in the national common language in agricultural and pastoral areas;The fourth part is the analysis of the problems and reasons faced by Mongolian kindergarten teachers in agricultural and pastoral areas;The fifth part is the feasible solutions to the problems;The sixth part is the conclusion of this study.By investigating and understanding the current situation of Mongolian kindergarten teachers organizing educational activities in the national common language in agricultural and pastoral areas,it is found that the following problems faced by teachers are: first,the preparation work in the national common language before educational activities is insufficient;Second,the use of national common language in educational activities is not ideal;Third,the reflection in the national common language after the educational activities is not specific and profound enough.The reasons are as follows: first,the word order of Mongolian is opposite to that of the national common language;Second,teachers learn the national common language late;Third,there are individual differences in children’s language cognitive level;Fourth,there is a gap in teaching,research and training related to national common language in kindergartens.and research training related to the national common language in kindergartens.This paper puts forward some countermeasures on the problems and reasons faced by Mongolian kindergarten teachers in agricultural and pastoral areas in organizing educational activities in the national common language.First,teachers should strengthen autonomous learning and improve their national common language ability;Second,the kindergarten should strengthen the teaching and research training related to the teaching activities organized by the national general language organization;Third,encourage parents to participate in the creation of a language environment conducive to children’s learning;Fourth,the education department should improve the employment mechanism and pay attention to the training of preschool teachers in rural and pastoral areas;Fifth,according to the actual situation of local kindergartens,gradually organize educational activities in the national common language.