The Intervention Research Of Picture Book Teaching On The Development Of National Common Language Narrative Ability Of Minority Children

The national common language level of children in minority areas has attracted more and more national attention.In recent years,with the active participation of the government and local governments,the national common language education has achieved initial results.Relevant research has also been carried out and appropriate suggestions have been put forward from the aspects of children’s pronunciation,vocabulary and grammar.However,the narrative ability in the national common language,that is,children’s language ability to make organized statements out of context,is poorly developed,and few people pay attention to it.As an important language ability indicator for minority children,narrative ability is of great significance to children’s academic development and lifelong development,so it needs to be paid attention to.Picture book teaching is the main teaching activity in kindergartens and also an important way for minority children to acquire language development.Studies at home and abroad have proved that early reading activities have a positive role in promoting children’s narrative ability and overall language development.However,whether picture book teaching can promote the development of national common language narrative ability of minority children has not been involved in relevant research.Based on the research of picture book intervention at home and abroad,this study uses picture book teaching to intervene the development of national common language narrative ability of minority children.The study selected the fourth class of X Kindergarten in Lintao County,Dingxi City,Gansu Province,and selected four ethnic minority children with weak narrative ability by test and interview methods,and conducted teaching intervention for six weeks.After the intervention,analyze the change of narrative ability of the intervention object,and further discuss how the picture book teaching intervention affects the change of children’s narrative ability.The results showed that the national common language narrative ability of the intervention children was significantly improved compared with that before the intervention.Picture book teaching intervenes in children’s narrative ability according to the six steps of story introduction,story telling,structure analysis,story map,role playing and story retelling.It strengthens children’s macro narrative ability and micro narrative ability through teaching strategies such as memory reinforcement,structure teaching,scene simulation,and collective teaching.The research draws the following conclusions: picture book teaching has a certain promotion effect on the national common language narrative ability of minority children;Picture book teaching has a positive impact on the macro and micro structure of ethnic minority children’s narrative ability;Short-term picture book teaching plays a significant role in promoting the development of minority children’s narrative ability,but its maintenance effect needs to be studied.The findings of this study can not only promote the development of national language narrative ability of minority children,but also promote the theory and practice of education in ethnic areas.