Research On The Present Situation Of National Universal Language Teaching In Xinjiang Rural Kindergartens ——A Case Study Of 13 Rural Kinder Gar Tens In A Town,Huocheng County,Tili Prefecture,Xinjiang

Xinjiang is a multi-ethnic area.For the stability,harmony,prosperity and development of Xinjiang,it is necessary for people of all ethnic groups to learn and use the national common language.This has also become a bond for good communication between ethnic groups and the formation of a good relationship of unity and harmony。With the development of the times,Xinjiang rural areas have paid more attention to the national common language teaching in preschool education,and parents have higher and higher expectations for children to learn the national common language.The early childhood stage is the key stage of language learning.Therefore,Xinjiang rural kindergarten national Universal language teaching is an important educational issue that the society is concerned about.In this study,the author conducted questionnaire survey and interview among principals,teachers,nursery staff and parents of 13 rural kinderg artens in A town,Huocheng County,Yili Prefecture,Xinjiang Province,to find out the problems and difficulties in the teaching of national common language in rural kindergartens in A town,Huocheng County,Yili Prefecture,Xinjiang Province,and put forward corresponding improvement strategies.Thesis mainly from xinjiang yili prefecture huocheng county town of A rural kinderarten basic conditions,national proportion between teachers and students,faculty,curriculum setting,schedule,rural kindergarten language environment,teachers and students are evaluated,kindergarten parents in rural areas,rural children family language environment from several aspects such as investigation,find out the actual problems and difficulties.The current problems and difficulties of rural kindergartens in A Town,Huocheng County,Yili Prefecture,Xinjiang are as follows:1.Basic situation of rural kindergartens:some teaching equipment in rural kindergartens is backward and cannot meet the teaching needs of teachers and students;There is a serious imbalance in the proportion of teachers and students in rural kindergartens.The head team of rural kindergartens is younger and in overload state.Rural kindergarten teachers have low educational background and high mobility.The nursery staff in rural kindergartens are older and their Putonghua level is not up to standard.There are some classes in rural kindergartens can not reach the situation of two teaching and one insurance;The language environment for rural kindergarten children to learn the national common language is not ideal.2.Problems and difficulties existing in the teaching of national common language in rural kindergartens include:teachers pay too much attention to the indoctrination of daily expressions;Rural kindergarten children’s national language ability is weak,it is difficult to improve children’s national language ability.3.The problems and difficulties existing in the language environment of parents and families in rural kindergartens are as follows:parents’ educational level and national common language level are seriously low;Family conditions and family language environment can not meet the needs of children to learn the national common language.4.The problems in the curriculum setting and work arrangement of rural kindergartens include:the curriculum setting of rural kindergartens has limitations;Attach importance to language curriculum and neglect the development of other fields.5.there are problems in the assessment of teachers and students in rural kindergartens:the assessment method of children in rural kindergartens is relatively single,primary school;In the rural kindergarten teacher assessment,the national common language proficiency of the children in this class accounts for a part.In view of the above problems and difficulties,reporter Ben Yan put forward the following suggestions through research and analysis:1.The hardware facilities and equipment of the kindergarten need to be updated to meet the needs of teachers and students in national common language teaching;2.all aspects of cooperation to balance the proportion of teachers and students in rural kindergartens;3.all parties cooperate to enhance the interaction of the home and improve the effect of co-education of the home;4.Improve the teaching quality of national common language in kindergartens from various aspects.