黔东南民族地区小学生普通话语音矫正“四结合”协同教学模式的构建与实践

Construction and Practice of the“Four Integration”Collaborative Teaching Model for Mandarin Phonetic Correction among Primary School Students in the Ethnic Areas of Southeastern Guizhou

少数民族语言的语音系统与国家通用语言普通话的语音系统存在显著差异,加上生活环境和教育资源相对不足,民族地区小学生在学习普通话时容易在声母、韵母、调值等方面发生语音偏误的问题。为了解决这一问题,课题组以黔东南苗族学生为研究对象,探索出“口部操、正音、共学、延学”四结合协同教学模式,构建“U-S”(高校-小学)教师研修共同体,同时充分利用本地资源和现代信息技术助力普通话教学。“四结合”协同教学模式有效解决了实验学校和推广学校小学语文拼音教学与母语发音冲突的问题,产生了积极的影响。但是,由于主持人及团队成员的学识水平和教学经验有限,课题研究中涉及的调查、教学实践以及案例范围不够广泛、内容不够深入,后续阶段课题组将在教学过程中不断探索和丰富教学模式,引入OBE教育理念检验教学效果,持续优化课程资源、教学内容和教学手段。

There are significant differences between the phonetic systems of minority languages and that of the national standard Mandarin language,and due to living environments and the lack of educational resources,primary school students in ethnic areas often encounter phonetic errors in consonants,vowels,and tones when learning Mandarin.To address this issue,the research team focused on Miao students in Southeastern Guizhou and developed the“Four Integration”collaborative teaching model,which combines oral exercises,pronunciation correction,cooperative learning,and extended learning.They established a“U-S”(University-School)teacher study community and utilized local resources and modern information technology to support Mandarin teaching.The“Four Integration”collaborative teaching model effectively resolved conflicts between Mandarin phonetic teaching and the native language pronunciation in experimental schools and disseminated schools,yielding positive outcomes.