The Study On Instructional Design Of Multimedia Etymological Literacy In Ethnic Areas

Bilingual Education of Ethnic Minorities in China has dual purpose:learning the ethnic language and culture, to inherit the ethnic’s outstanding culture; and learning Chinese language and culture for integrating into the modern society. The bilingual education of Liangshan began in the early days. For six decades, it has made great achievements in bilingual teaching, teacher training, teaching materials preparation and so on. This research focused on the effectiveness of bilingual teaching in Liangshan.Firstly, this paper sorted out the history, reality and achievements of the bilingual education in Liangshan by the Literature Method, and then investigated the current situation and development of the bilingual education status in Zhaojue, which is a county in Liangshan, especially the literacy teaching situation. The data collected by participant observation and interviews showed that:Chinese language teaching effect was not well—Yi children’s literacy is not well and their Chinese language scores are generally low. The mainly reasons are the single current literacy teaching methods, the little interests of children and the different thinking way between Yi and Chinese language. Therefore, to find a literacy method suitable for the Yi children’s thinking way is imminently.Multimedia Etymological Literacy, the core idea of which is Chinese Character Culture, using multimedia technology to create the native context of the ancients created character situations.It obeys children’s cognitive way of thinking, adopts intuitive pictures to stimulate children’s multi-sensory. And it has effectively applied in Han children, in children whose mother language are not Chinese and in Special Education. How to use the effective literacy methods to help the ethnic minority children learn Chinese characters? That is the core issue of this study.The research was based on the reality of Chinese language teaching in Liangshan Yi, raised an application mode in both theoretical and practical dimensions when Multimedia Etymological Literacy is being used in the ethnic minority areas. In theoretical dimension, this paper discussed the feasibility of the application of Multimedia Etymological Literacy in minority areas, and the necessity of multimedia technology supporting in Chinese language teaching. In practical dimension, according to the Yi children’s zone of proximal development and recognition characteristics, designed a literacy teaching programs and introduced in class teaching experiment. The experimental results showed that:Multimedia Etymological Literacy not only improved the efficiency and quality of the Yi children’s literacy, but also excited the Yi children’s interest in learning Chinese characters, meanwhile, the ability of Chinese thinking was developed. The experimental results further confirmed application mode is scientific and effective. This paper provided useful strategies for the application of Multimedia Etymological Literacy in other ethnic minorities.