A Study On The Revision Of Chinese Classroom Conversation In Junior Middle School In Southern Xinjiang ——Taking S Teaching Park In Shache County As An Example

In 2001,the Law on Common Spoken and Written Languages was promulgated and put into effect,stipulating that "the state promotes putonghua and standardized Chinese characters".In recent years,historic progress has been made in popularizing the standard Spoken and written Chinese language.However,there are still problems such as uneven and inadequate popularizing of the language.In many provinces,the coverage rate is less than 80 percent,and in some rural areas and ethnic minority areas,it is less than 40 percent.The poor language environment in ethnic minority areas and rural areas is the key and difficult point in the work of national common spoken and written languages.Xinjiang,especially in southern Xinjiang,there are many practical difficulties in the promotion and popularization work.Shache County is located in Kashi region of southern Xinjiang,where 93.6% of the students are ethnic minorities,and the total number of students is nearly 300,000.Most of the students are Uyghur students from nearby towns and villages.Shache County has the characteristics of both ethnic areas and rural areas,and is a typical representative of the promotion of the national common language.School education,especially Chinese classroom teaching in compulsory education stage,plays an important role in the implementation of the universal national language.In the actual Chinese classroom,there are a large number of corrections to the errors of conversational language form and communication mode,similar obstacles repeatedly appear,and the initiation and implementation of corrections also have certain rules.However,both teachers and students ignore these rules,and the correction mistakes occur repeatedly.The correction is just an unconscious and ineffective correction without purpose.Insufficient attention is paid to the phenomenon of conversational correction,which leads to the failure of improving students' language level effectively and effectively.In view of this,starting from the micro,based on the interaction hypothesis and the theory of the zone of proximal development,this paper adopts the research method of conversation analysis and combines qualitative and quantitative research methods to build a small corpus,and makes a descriptive analysis of the overall picture of conversation modification in junior middle school Chinese classroom in southern Xinjiang.This paper summarizes the classroom conversation correction mode,classifies the language forms of the recurring obstacles,and raises the attention of teachers and students to the phenomenon of conversation correction.Starting from improving the effectiveness of language classroom conversation correction,it promotes the language level of minority students and the promotion of the national common language in ethnic minority areas.This paper starts with the three mechanisms of conversational correction,the source of correction hindering,the initiation of correction and the execution of correction.Through the research,it is found that all the modes of conversational correction appear in the middle school classes in southern Xinjiang.Among them,zero priming correction > teacher priming correction > self-priming correction > peer priming correction,also found a unique correction mode,teacher error zero correction and zero solution to the problem;In chapter 3,according to the types of obstacle sources,conversational correction in Chinese classroom can be divided into phonetic correction,lexical correction,syntactic correction and pragmatic correction,among which phonetic correction and lexical correction appear most frequently.According to the starting position and mode in Chapter 4,the starting position is located in the blocking source's voice round and the corresponding position of the voice round transformation.Self-priming mainly includes three types: filler words,pause and silence,while other priming includes zero priming,multiple priming,interrogative priming,repetitive hindrance priming,imperative priming and direct negative priming.In chapter 5,there are six revision strategies: replacement,insertion/deletion,reconstruction,recasting,interpretation and meta-language.Through the above research and analysis,this paper proposes to adjust measures to local conditions,respect and understand the local learning situation,pay attention to the unique phenomenon of conversational correction in Southern Xinjiang,teachers should change their ideas,improve their professional knowledge,analyze and summarize the frequent obstacles,and correct them for students.Students should set up a bank of wrong questions and practice them repeatedly.School society to suture the gap between old and new teachers,improve the professional structure of teachers.We will focus on the revision mechanism to improve the lingua franca abilities of ethnic minority students and develop education in ethnic minority areas.