On The Teaching Of Ethnic Minority Students In Ethnic Minority Areas

Vocational education is an important place of delivery of skilled personnel to the community, their level of education and the content will determine the quality of personnel training. The training and education of personnel is very important for ethnic areas Bilingual Vocational Education proficient talent is scarce, so the language teaching primary education Vocational ethnic areas has become an important research topic. For Minority Areas vocational students, learning the language of the minority not only in this sense, and language learning is an important part of national education, the promotion of minority students to adapt to social development, social integration of the current employment situation and lay tamp Chinese foundation. But a long time, China’s national language teaching vocational areas, and has continued with general education language teaching methods, and does not give full play to the characteristics of the National Vocational. In this state, was unable to train with the national characteristics, school characteristics and employment needs of professional personnel, students language literacy often there are some missing, their future employment and professional ability to exercise all have a certain impact.In this paper, based on years of teaching experience Dehong vocational language minority areas to Dehong Dai Language Teachers existing classes and Jingpo language classes for the study, from the set of personnel training programs to start teaching objectives understand the current situation of Chinese Teaching in Ethnic areas conception through literature, a questionnaire survey to analyze your students’ language interests of different people language professional comparison in language learning aspect, based on the students’ employment direction and other issues to determine Germany macro language teaching in minority areas, and I hope our national language teaching vocational areas have some instructive.This paper is divided into five parts:The first part is an introduction. The research background and significance, the domestic and foreign relevant theories Summary and Interpretation;The second part of the five-year Dehong Teachers College students make a brief analysis, in-depth analysis of the characteristics and needs of minority areas vocational schools, laying a solid foundation for the study of such packets after school language teaching strategies;The third part, the use of questionnaires and classroom observation and other methods of Dehong Teachers College Chinese teaching situation, students interested in the people language language learning, language teaching and other problems in a study and analysis of specific problems s reason;The fourth part, for the problem on the part of the points raised by minority areas should be selected for the characteristics of students teaching content, to explore ways for Chinese Teaching in Ethnic Areas;The fifth part, conclusion. Vocational language teaching that the ethnic areas has its particularity, but especially so for people in primary language class students.Conception of Chinese Teaching in Ethnic Areas from the basic situation of ethnic areas should proceed, grasp the focus on the relationship between generality and individuality, both in line with the basic law of language teaching, but also the integration of ethnic characteristics of students. Focused national cultural identity and heritage in the content, and how to teach ways. To serve as a starting point the employment of students, students of all ability and quality, and ultimately improve the quality of language teaching in Ethnic Areas. In the historical background of the new curriculum reform, teaching from Dehong Minority Vocational reality by studying people majors Chinese language learning and language teaching to determine the content and focus, based on the students’ employment direction, more students problems and problem-solving skills analysis. Both to improve students’ language literacy, but also allow more students to adapt to society, while also addressing the Inheritance and Development of Ethnic Culture.