少数民族学前儿童双语教育推进中的双语教师认知研究

A Study of Bilingual Teachers' Understanding of the Bilingual Education Drive for Pre-School Ethnic Minority Children

文章通过对乌鲁木齐、喀什等地的学前双语教师针对学前儿童课堂双语教学、语言使用及态度、师资培养、教材方面的问卷及访谈,数据分析发现大部分调查者对学前双语教育持肯定和积极支持的认知态度,但同时也反映出授课语言中民、汉两种语言使用的认识差异、教师"一缺两低"的问题、教材缺少地方特色内容等问题,并从师资培养、教学方法、教材编写、理论研究等方面提出相关建议。

This author handed out questionnaires to and conducted interviews with pre-sehool bilingual teachers in terms of the pre-school bilingual education, the language use and attitude, faculty training, and materials in Urumqi and Kashgar. The analysis of the data found that most subjects take a positive and active attitude to pre-school education, differences exist in the use of either Chinese or the ethnic minority language, bilingual teachers are insufficient and the teaching materials lack local features. Further it made relevant proposals to solve the problems in these areas.