An Empirical Study On The Promotion Effect Of The National Common Language And Written Language For Basic Education In Ethnic Areas

Language poverty alleviation,as an organic part of China's poverty alleviation,has been applied to the front line of poverty alleviation in all aspects.Among them,the popularization of the national common language in ethnic minority areas has become the most direct language poverty alleviation method.In 2011,the Outline of Poverty Alleviation and Development in China's Rural Areas(2011-2020)for the first time established "the comprehensive promotion of the national common language in ethnic regions".A series of language policies and programs were subsequently introduced at the ministerial level.These measures indicate that language poverty alleviation has been given more important responsibilities and missions in the new stage of China's poverty alleviation.As an important policy for language poverty alleviation,the promotion effect of national common language should be supported by data analysis and empirical research as a means to test.Although the current academic circles in China have a large number of discussions and analysis of the status quo,they lack a multi-dimensional analysis of the effects of policies.This article uses data from the 2016 Chinese Family Panel Studies(CFPS)from Peking University,data from the 2014 China Labor-force Dynamics Survey(CLDS)from Sun Yat-sen University,and data from According to the 2015 Chinese General Social Survey(CGSS)data from Renmin University of China,data from eight provinces and autonomous regions in China's major ethnic regions were selected.From the perspective of individual development,income,social status and future The three dimensions of confidence level analyze the promotion effect of the national common language and writing effect,provide reference for language poverty alleviation work,and provide policy recommendations for the national common language and writing education work in ethnic areas.Specifically,the article first studies and summarizes modern education theory,and secondly analyzes and summarizes the application of data analysis technology in education.The impact of the national language on the individual development was analyzed from the following aspects:1.National common language has a positive impact on individual income,and there are differences in language level brought by age between regions.In Ningxia,Guangxi and Xinjiang,the older you are,the higher your Mandarin level will be.Explain that in these areas,the young people's Mandarin level is lower than that of the middle-aged and the elderly.2.The national common language has a positive influence on the individual's perception of social status,but the degree of influence varies between regions.In Xinjiang,language ability as a "scarce resource" has the largest contribution to social status,reaching 4.1%.3.The national common language has a significant positive impact on the individual's confidence in the future.There are regional differences in this impact,with Yunnan and Xinjiang having the greatest impact and Guizhou having the smallest.Starting from the two aspects of listening and expression,the impact of individual national language level on income is analyzed,and it is found that the ability of"expression" should be given more attention in education.By analyzing the impact of gender differences,women's improvement in language skills can bring more income growth.From the perspective of agriculture and non-agricultural industries,analyze the differences in the impact of national language on individual development.In non-agricultural industries,the improvement of language ability has greater effectiveness for individual development.The basic education of national common language should pay more attention to non-agricultural areas.This article focuses on the promotion of the national language in the basic education in ethnic areas.It uses pedagogical technical analysis methods to provide reference for language poverty alleviation and policy recommendations for national language education in ethnic areas.From a regional perspective,preferential policies should be placed in regions where the national language is in a dividend period,such as Xinjiang and Tibet.In terms of teaching,we should pay more attention to the cultivation of "expression" ability.