The Ethnic Minority Teachers’ Cognition Survey On The Online Demonstration Training For Improving The National Common Language And Written Ability ——Taking The Ethnic Minority Teachers In Shache County,Xinjiang As An Example

In the context of the national common language policy,facing the challenge of the Covid-19,Language application management department of the Ministry of Education will carry out an online demonstration training for teachers in ethnic minority areas to improve the national common language ability in 2020,hereinafter referred to as "Mandarin training".During my tenure as a trainer,I found that teachers of different ethnic minorities have different perceptions of Mandarin.The higher the degree of awareness,the higher the motivation for training and the better the effect.I was deeply inspired.Taking Shache County-a poor county in Xinjiang as an example,guided by Borg’s teacher cognition theory,combined with the framework of teacher’s cognition theory,it is carried out from four aspects: learner experience,training practice,classroom teaching,and environmental factors.The research focuses on combining Mandarin training to explore the following questions:（1）What is the perception of ethnic minority teachers about Mandarin training through Mandarin training? What affects ethnic minority teachers’ perception of Mandarin training?（2）What is the perception of ethnic minority teachers about Mandarin and the national common spoken and written language through Mandarin training,as well as the relationship between the national common spoken and written language and ethnic languages?（3）What is the enlightenment and suggestions for future Mandarin training after this Mandarin training?To explore the above issues,this article uses questionnaire and interview methods to explore the following findings: First,ethnic minority teachers believe that Mandarin training can improve the standard of Mandarin,raise the awareness of using the national common language,and promote the harmonious development of all ethnic groups.The ethnic minority teachers’ perception of Mandarin is affected by various internal and external factors such as their differences,the training program itself,and the environment.Secondly,the ethnic minority teachers realize that Mandarin is an important part of the national standard spoken and written language through Mandarin training and that the national standard spoken and written language and ethnic languages are complement each other.Finally,in response to the feedback from ethnic minority teachers on learning the national common spoken and written language,Mandarin training should be optimized through diversified training methods,hierarchical training content,transparent training management,and the establishment of a Mandarin training psychological counseling mechanism.These can enhance the awareness of ethnic minority teachers of the importance of Mandarin.In summary,teacher cognitive theory has innovative value in improving Mandarin training for ethnic minority teachers.This article uses Mandarin training to understand ethnic minority teachers’ cognition of Mandarin and improve their cognition of Mandarin and the national standard spoken and written language.Our country has cultivated more ethnic minority teachers who can meet the needs of the new era and better respond to the national policy on common language.