Research On The Implementation Of National Common Language Curriculum In Kindergartens In Minority Areas

It is a major decision and deployment made by the CPC Central Committee and the State Council to comprehensively promote the education of the national standard spoken and written language.The Proposal of the CPC Central Committee on the Formulation of the Fourteenth Five-Year Plan for National Economic and Social Development and the Vision of the Year 2035 points out that "the quality and level of education in ethnic minority areas shall be improved,and the promotion of the national standard spoken and written language shall be strengthened".Minority children’s learning of the national common language is conducive to better development opportunities and space,plays an irreplaceable role in improving ethnic cultural quality and promoting ethnic development and progress,and is also conducive to promoting the unity of all ethnic groups and the formation of the consciousness of the Chinese nation community.Schools and kindergartens are the basis for promoting national standard language education.Preschool stage is the key period for children’s language development.The national standard language curriculum in kindergarten is the main way for children to learn the national standard language.Kindergartens in ethnic minority areas encounter many obstacles and difficulties in the practice of promoting the education of national common language.How to better promote the national common language is the practical problem and the most urgent demand for kindergartens in ethnic minority areas.This study choose the town was public kindergarten as the research object,through questionnaire investigation town was public kindergarten national common language curriculum implementation situation,collect S garden teacher prepares a lesson,teaching language curriculum implementation such as text data,combined with the observation method,interview method from the curriculum objectives,content,organization,implementation,curriculum evaluation four aspects to investigate the present situation of the kindergarten of national common language course in ethnic regions.The results show that the national common language curriculum in kindergartens in ethnic minority areas mainly refers to policy documents,textbooks and other activities to formulate curriculum objectives,mainly based on subject knowledge,while neglecting children’s interest needs and social development needs.The objective content of the course attaches importance to children’s language knowledge and skills;The expression of curriculum objectives is inconsistent,mainly from the perspective of teachers.The choice of language course content is mainly based on the objective of language course.The content and type of language course are mainly literary works.The content of language course cannot be adapted to local conditions and lacks ethnic characteristics.The implementation of national common language curriculum in ethnic kindergartens is mainly faith-based,and there are two ways of implementation:specialized language activities and permeable language activities.Teachers often use methods such as explaining,reciting and reciting,and practicing to implement language courses,while game methods are seldom used.Kindergarten teachers in ethnic minority areas believe that evaluation is of great value to their own professional development and children’s development.As the main body of language curriculum evaluation,teachers mainly use observation method to evaluate the achievement of language curriculum goals.The main problems are: lack of scientificity and systematicness in language curriculum planning and implementation;Ignoring children’s main role;The resources of language curriculum implementation and the initiative of teachers are insufficient.There are two beneficial experiences in the implementation of national standard language curriculum in kindergartens in ethnic minority areas:first,the whole kindergarten has formed a strong discourse awareness of national standard language education;second,kindergartens actively explore various ways to provide children with opportunities to express themselves.In order to explore which factors affect the implementation of national common language curriculum in kindergartens in ethnic areas,this study combined with the analysis of Giddens’ social structure theory and found that the special space and time field where kindergartens are located,rules and resources,and the poor initiative of teachers are the three major factors affecting the implementation of language curriculum in kindergartens in ethnic areas.Finally,based on the existing problems in the implementation of language curriculum,some feasible suggestions are put forward to promote the implementation of language curriculum in kindergartens in ethnic areas.First,kindergartens should integrate ethnic cultural resources and develop kindergarten-based curriculum;Second,administrative departments should improve the resources for the implementation of the curriculum to provide good resources for the implementation of kindergarten language curriculum;Third,administrative departments streamline education rules,systems,inspections,etc.,reduce teachers’ non-teaching work;Fourth,kindergarten teachers should constantly improve their own initiative;Fifthly,kindergartens should actively explore the way of home cooperation to realize home co-education and make up for the shortage of environmental resources.