A Study On The Present Situation And Countermeasures Of The Language Entrance Preparation Of The Tu Preschool Children

School preparation is a variety of key characteristics or basic conditions that preschool children need to have before they receive formal education.Domestic and foreign studies have shown that school preparation is of great significance to children’s development,but there are few studies on language school preparation for ethnic minorities,and there are very few studies on language school preparation for preschool children of the Tu.Taking Huzhu County in Qinghai Province as an example,the researcher selected four kindergartens and randomly selected 200 children from large classes as test subjects(including 100 Han children and 100 Tu children).In the meantime,they selected 8 teachers from each of the four kindergartens as interview subjects.Using three research methods: literature method,interview method,and test method to explore the language school preparation of preschool children of the Tu.This research uses seven dimensions as the entry point,including auditory-actuation conversion,nuance recognition,auditory memory and listening comprehension,auditory-actuation conversion and small muscle control,visual-motion conversion and visual reproduction,reading comprehension and oral expression,and reading skills.The analysis of the results of a comparative study of the seven dimensions of language preparation for preschool children of Han and the Tu found that the following problems exist in the language preparation of preschool children of the Tu: the lack of core experience in early oral language of the preschool children of the Tu;the weak foundation of early literary language of the preschool children of the Tu;The early written language experience of the Tu preschool children develops slowly.The reasons for these problems include the fact that families do not pay much attention to language school preparation and the methods are wrong;teachers have insufficient knowledge of language school preparation and the methods are inappropriate;kindergartens neglect to provide children with a material environment that supports children’s language development;communities ignore language development for Turkish children Provide a suitable environment.In response to these problems,the author proposes relevant countermeasures from four aspects: teachers,kindergartens,parents,and communities : Teachers improve their professionalism and seek scientific and effective methods;kindergartens support teacher development and provide children with a material environment;families change educational concepts and create a good reading environment;communities connect various groups to form a community for children’s development.