壮族聚居区学前壮汉双语教学的对策研究

发布时间：2018-02-27 13:45

本文关键词： 壮族聚居区壮汉双语教学学前壮汉双语教育　出处：《广西师范学院》2015年硕士论文　论文类型：学位论文

【摘要】：“双语教学”的概念多指在学校中、在课堂中开展的由专业教师通过两种语言传授学生知识的教学活动。教学过程不仅包含对两种语言的学习,还包括两种语言的实际应用。学前壮汉双语教学,顾名思义就是在幼儿学前教育阶段开展的双语教学活动。本文中,特指在广西壮族自治区,幼儿教师在课堂上使用壮语和汉语两种语言作为教学工具,对幼儿进行学前教育,并使幼儿能够正确运用两种语言在日常生活中进行交流。本文的研究意义旨在通过对学前儿童壮汉双语教学必要性的研究和实践调研,一方面有利于解决当前我国在学前儿童壮汉双语教学中遇到的困惑与障碍,对我国少数民族地区学前儿童壮汉双语教学的顺利开展提供了理论借鉴及实证支持;另一方面可以为我国制订关于学前儿童壮汉双语教育政策提供理论与实践方面的参考。论文使用问卷调查法向广西武宣县桐岭镇中14所幼儿园和2所小学里学前班的教师和学生家长发放调查问卷,从而对壮族聚居区开展双语教学的态度和意向进行调查。访谈法作为问卷调查法的补充,让调查的事件本身以及事件的参与者直接说话,使研究散发出流动的生命力。通过教师问卷调查的数据显示,在桐岭镇的幼儿园中教师普遍学历不是很高;对园中开展双语教学的态度并不是很积极;在双语教学中更多的是讲授汉语,因为当地人民对汉语的掌握程度已经很熟练;对于双语教学成果进行评价时更注重幼儿对双语的掌握情况和应用能力。家长问卷中的数据也显示,该地区的幼儿家长也是熟练的使用汉语并把汉语作为日常交流用语,认为学习汉语相对于学习壮语更重要,把幼儿未来的发展能力放在了更重要的位置,而对本民族语言及文化的传承放在了次要位置。整理文献后,对调查的幼儿园教师和学生家长做访谈,得出现在壮族聚居区学前“双语教学”开展中存在的问题,诸如对“双语教学”认识上存在偏差、双语教育与教学目标制定不合理、教师数量不足且素质不高、缺少适合少数民族使用的双语教材、经费投入不足、评价反馈机制不健全等。如何才能解决“双语教学”开展过程中存在的问题,更好地理解“双语教学”的内涵,真正达到“壮汉兼通”的目标,需要思想上和行动上的双重重视。首先要明确壮族聚居区学前壮汉双语教学目标;其次,加强学前壮汉双语教师队伍建设,这就需要稳定教师待遇,引进双语教学人才与加强教师队伍管理,提升教师素质并重;再次编写具有地方特色的双语教材和加大双语教学经费投入;最后,完善学前壮汉双语教学内容,并正确评价学前壮汉双语教学成果。
[Abstract]:The concept of "bilingual teaching" refers to the teaching activities carried out in schools and in the classroom by professional teachers to impart knowledge to students in two languages. The teaching process involves not only the learning of both languages. It also includes the practical application of two languages. Bilingual teaching in pre-school Zhuang and Chinese is, as the name implies, bilingual teaching activities in preschool education. In this paper, it is especially referred to in Guangxi Zhuang Autonomous region. Early childhood teachers use Zhuang and Chinese as teaching tools in the classroom to provide preschool education for young children. The purpose of this paper is to investigate the necessity and practice of bilingual teaching in preschool children. On the one hand, it helps to solve the puzzles and obstacles encountered in the bilingual teaching of preschool children in China, and provides theoretical reference and empirical support for the smooth development of bilingual teaching of pre-school children in minority areas. On the other hand, it can provide a theoretical and practical reference for the formulation of bilingual education policy for preschool children, Zhuang and Chinese. A questionnaire survey was conducted in 14 kindergartens and 2 primary schools in Tongling town, Wuxuan county, Guangxi. Teachers and parents in the class sent out questionnaires, In order to investigate the attitude and intention of developing bilingual teaching in Zhuang nationality concentrated areas, the interview method was used as a supplement to the questionnaire survey method, allowing the investigated events themselves and the participants of the events to speak directly. The data of teachers' questionnaire survey show that the teachers' general educational background is not very high in Tongling town, and the attitude towards bilingual teaching is not very positive. In bilingual teaching is more teaching Chinese, because the local people's mastery of Chinese has been very skilled; When evaluating the results of bilingual teaching, we pay more attention to children's mastery and application ability of bilingualism. The data in the parents' questionnaire also show that parents in this area are also proficient in using Chinese and using Chinese as a language of daily communication. It is considered that learning Chinese is more important than learning Zhuang language, putting the development ability of children in the future in a more important position, and passing on the national language and culture in a secondary position. Through interviews with kindergarten teachers and parents of students, we can find out the problems existing in the development of pre-school bilingual teaching in Zhuang nationality concentrated areas, such as the misunderstanding of "bilingual teaching", and the unreasonable formulation of bilingual education and teaching goals. The number of teachers is not enough and the quality is not high, the bilingual teaching materials suitable for ethnic minorities are lacking, the funds are insufficient, the feedback mechanism of evaluation is not perfect, and so on. How to solve the problems existing in the course of bilingual teaching? A better understanding of the connotation of "bilingual teaching" and the real achievement of the goal of "Zhuang Han and Tong" require both ideological and operational attention. First, it is necessary to make clear the objectives of bilingual teaching for pre-school Zhuang people in areas inhabited by Zhuang ethnic groups; secondly, To strengthen the construction of bilingual teachers of pre-school Zhuang and Chinese, it is necessary to stabilize the treatment of teachers, to introduce bilingual teaching talents and to strengthen the management of teachers, and to enhance the quality of teachers. Finally, we should perfect the contents of bilingual teaching for pre-school Zhuang Chinese and evaluate correctly the results of bilingual teaching of pre-school Zhuang Chinese.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G612

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