The Study Of Xinjiang Minority Pre-school Bilingual Education Policy

Xinjiang has issued a series of minority pre-school bilingual education policysince July2005, in order to promote and standardize the pre-school bilingualeducation in Xinjiang and continue to strengthen guidance and research on bilingualeducation in pre-school. Country and Xinjiang Uygur Autonomous Region attachgreat import ance to the pre-school bilingual education of Xinjiang and seepre-school bilingual education as an important foundation for deploymentarrangements to promote economic and social development of Xinjiang.The starting of the pre-school education in Xinjiang is very late and thefoundation for the development is weak. Minority pre-school bilingual education isthe same in this situation. In recent years, the minority pre-school bilingual educationpolicy by issued Xinjiang made the situation improved. Existing pre-school bilingualeducation policy can not completely solve the problems of pre-school bilingualeducation in all regions of Xinjiang because Xinjiang has many minorities and thepopulation distribution is extremely uneven, and density level is extremely disparityand so on. At the same time, the academic research on Xinjiang minority pre-schoolbilingual education policy is not yet officially launched and policy evaluation andmonitoring system has not formed. The research on minority pre-school bilingualeducation policy aims at improving the policy, scientifically guides rapid and healthydevelopment of minority pre-school bilingual education.In the second part of the article, the author combined national education policy,pre-school education policy, and the theoretical research of bilingual educationpolicies, in order to define the meaning and objectives, roles, the basic requirementsof Xinjiang minority pre-school bilingual education policy. Simultaneously, theauthor detailed combing the documents of minority pre-school bilingual educationpolicy, induced and summarized the characteristics of the pre-school bilingualeducation policy of Xinjiang. First, Xinjiang minority pre-school bilingual educationpolicy is attached unprecedented importance. Second, the government pays closeattention to the infrastructure. Third, there are great efforts to train pre-schoolbilingual teachers. These laid the theoretical basis for Xinjiang minority pre-schoolbilingual education policy. The third part of this article comes to needs to draw onrelevant policy development experience for the future development and improvementof Xinjiang minority pre-school bilingual education policy by comparing the courseand the policy system of development of Xinjiang bilingual education policy to national education policy, pre-school education policy.The fourth and fifth parts are the innovation of this paper. The author conducteda questionnaire survey and interviews to pre-school bilingual teachers from Kashgar,Hotan, Aksu, Bavaria, Kerr Kirgiz, Ili, Altay and found the existing problems in theXinjiang minority pre-school bilingual education policy and implementation processFirst, the policy focus should shift; Second, the policy system is imperfect; Third,policy implementation could be improved. The reasons for these problems:Formulation and promulgation of Xinjiang minority pre-school bilingual educationpolicy is ‘top-down’ government action; Primary education system and parents lookforward to the status of pre-school bilingual education. The starting of the pre-schooleducation in Xinjiang is very late and the Xinjiang regional differences causedunbalanced of educational resources. Therefore, the countermeasures to improve theminority pre-school bilingual education policies as follows: First of all, the party andstate need that the focus of policy-making should occur steering, that is, policydirection by the preferential policies to the special policy, policy support by hardwaresupport to software support, Implementation of policies by passive implementation toactive implementation. Second, the article respectively draws on the nationaleducation policy, pre-school education policy and the research results of the bilingualeducation policies in Xinjiang perfect minority pre-school bilingual education policysystem. Finally, the introduction of specific policies according to local conditions isto solve the specific problems in various areas.