Exploitation Study Of Etymological Literacy Picture Books For Yi Children In Liangshan

The 2022 Circular on Compulsory Education Curriculum and Curriculum Standards issued by the Ministry of Education emphasizes the need to strengthen the organic connection between the vertical school segments and the early childhood-primary interface.Language education is an important part of the bridging process,and "preliteracy" and "literacy" are important knowledge components of the two-way bridging process.Literacy is the basic link between oral language and written language,and it is related to the consolidation and improvement of basic education in the whole elementary school.The "pre-literacy" refers to the awareness of the function,form and rules of symbols and words that children acquire before receiving school education,and the initial experience of acquiring symbols and words in a purposeful and meaningful context.Therefore,it is necessary to strengthen the articulation of these knowledge contents.In2017,the compulsory education unified textbook came into use,and the primary language textbook highlights the primacy of the national common language and script in language learning,with literacy and word recognition as the main line.This reform not only adjusts the order of learning pinyin before literacy,but also adjusts the textbook in terms of word recognition,number of words,difficulty of writing,and breadth of application,which makes the students’ This reform not only adjusts the order of learning pinyin before literacy,but also adjusts the teaching materials in terms of the number of characters to recognize,the number of words to write,the difficulty of writing and the breadth of application,and places higher demands on students’ learning.As a result,preschoolers in both ethnic and non-ethnic areas need to have a certain level of proficiency in the common national language and script before entering compulsory education in order to meet the learning needs at the primary level.However,studies have shown that preschool children in ethnic areas are unable to adapt quickly to elementary school learning after entering compulsory education,and their lack of preparation for the national language and writing skills at the early childhood transition stage is one of the major reasons,mainly because preschool children’s literacy level is significantly low,the teaching method of "preliteracy" in kindergartens lacks scientificity and The main reasons are the low literacy level of preschool children,the lack of scientific and effective pre-literacy teaching methods,and the lack of appropriateness and relevance of literacy resources.In the current situation,both teaching materials and teaching methods fail to provide Yi preschoolers with good conditions for language learning during the critical period of language development.Therefore,this study explains the necessity of developing picture books for literacy based on the importance of "pre-literacy" education for children in the preschool area of Liangshan Yi.At the same time,the feasibility of developing picture books for children of the Yi ethnic group in Liangshan is further discussed with regard to the uniqueness of children’s thinking development,the homogeneity of cultural symbols and children’s cognitive development,the suitability of picture books for children’s emotional development,and the integration of ethnic nursery rhymes in children’s psychological development.This study attempts to develop a picture book with Yi characteristics based on Yi nursery rhymes to stimulate Yi children’s interest in learning the common national language and script through picture book reading and to increase their "pre-literacy" experience,thus laying a solid foundation for their smooth transition to formal written language learning in compulsory education.To test the effectiveness of the picture books developed in this study,we proposed the hypothesis that "the picture books of the etymological literacy of Liangshan Yi children can help the older Yi children learn the national language and enhance their interest in learning it",and then used a control group experimental design to conduct the experiment,while the experimental group used the picture books of the etymological literacy of Liangshan Yi children to The experimental intervention was conducted using picture book reading activities and the experimental intervention was conducted using picture-text correspondence literacy activities for the "control group".The results of the study showed that,compared with traditional literacy teaching methods,learning the national common language and script in combination with etymological literacy picture books for children of the Liangshan Yi ethnic group not only promoted their identification and recognition of Chinese characters,but also helped to improve their understanding of the shape,sound and meaning of Chinese characters.At the same time,the interest of Liangshan Yi children in learning the common national language and script was significantly increased.In addition,this study proposes improvement measures for the problems in the development of the picture books of etymological literacy for Liangshan Yi children,including strengthening the storytelling of the picture books,improving the logic of the language of the picture books,and improving the characters in the pictures.This study also provides some guiding principles for the development of etymological literacy picture books in ethnic areas,such as following ethnic cultural orientations,focusing on child-centered design,adopting multimodal discourse constructs,and emphasizing picture book practice and evaluation.Overall,this study provides a new way of thinking for ethnic minority children to better learn the common national language and script,and is expected to play an active role in solving the literacy education problems of children in the early elementary school transition stage in ethnic areas.