民族地区学前儿童国家通用语言的使用样态及多维思考——以凉山州西昌、喜德和甘洛三地为个案

Usage Patterns and Multi-dimensional Thinking of Standard Spoken and Written Chinese Language Among Pre-school Children in Ethnic Minority Areas:A Case Study of Xichang,Xide,and Ganluo in Liangshan Yi Autonomous Prefecture

面向民族地区实施“学前推普”,是国家关注民族地区与农村区域发展、致力于消除贫困代际传递的一项关键举措。此举旨在确保幼儿在学前教育阶段能够掌握国家通用语言,为未来的学习生涯奠定坚实的语言基础。这不仅是一项提升教育公平性的扶贫先导工程,也是推动乡村振兴、培育民族未来的重要基石。本文以凉山西昌、喜德、甘洛三个地区的学前儿童为研究对象,从语言使用、语言能力、语言态度等方面设计研究方案,从个体、学校、家庭等多个维度进行思考。研究发现:凉山州学前儿童的国家通用语言使用率高、认同感强,语言能力与年龄、性别、民族、城乡、教学质量、家庭环境等因素相关。凉山州学前儿童国家通用语言能力较弱的群体是农村男童。建议统筹城乡发展,加强资源建设;发挥学校基础阵地作用,因地制宜、因材施教;加强家庭教育引导,提升父母参与度;建立学前教育共同体,促进均衡发展,以确保学前儿童在学习国家通用语言的同时,实现全面而健康的发展。

This paper investigates the usage and proficiency of standard spoken and written Chinese among preschool children in the Liangshan Yi Autonomous Prefecture,the largest Yi settlement in China.Generally speaking,research reveals that the work of popularization of standard spoken and written Chinese language for preschool children in this area has been effective,yet several aspects appear to require further examination.Specifically,this study aims to explore internal and external differences in the standard Chinese language level of preschool children,identify obvious differences,understand the contributing factors,assess the weak links across ten evaluation indicators,and proposes strategies to improve language proficiency.To address these objectives,this study adopts measurement,survey,and interview methods to select preschool children in Xichang,Xide,and Ganluo as research objects.The“Evaluation Standards for Putonghua Attainment of Preschool Children in Liangshan Prefecture(Trial)”serves as an assessment tool to investigate language usage patterns,abilities,and attitudes.Factors at multiple dimensions have been examined:Individual(age,gender,ethnic background,and language usage),school(e.g.type,location,teacher-child ratio,and quality of teacher-child interaction),and family(for instance parents’education level and occupation).Moreover,this paper analyzes the extent to which preschool children in different regions use this standard language,as well as the differences and their causes.The goal is to provide targeted action recommendations for promoting the use of standard Chinese language in preschools in the Liangshan area and other ethnic regions.Findings indicate that the overall language ability is at a medium to high level and is significantly related to for example age,gender,ethnic background,urban versus rural settings,school quality,and family environment.Specifically,older children and girls demonstrate higher language proficiency compared to their younger and male counterparts.Among ethnic pre-schoolers,Han children’s average score seem to be the highest,followed by the Yi,and then Tibetan children.Additionally,a significant negative correlation appears to exist between language ability and language use.Differences in school characteristics are not obvious between public and private schools,although urban kindergartens have shown to outperform rural ones.The quality of teacher-child interaction has a strong positive correlation with children’s language ability,while the teacher-child ratio shows a weak correlation.Family characteristics also reveal significant differences in language ability based on parents’education levels and occupations.In terms of language attitude,preschool children in Liangshan by all accounts exhibit a high usage rate of standard Chinese and a strong sense of identity.On top of that,both schools and families show positive attitudes towards the use of the standard spoken and written Chinese language.Based on the above investigation,this paper suggests several strategies to further promote standard spoken and written Chinese in ethnic minority areas,including coordinating urban and rural development,strengthening resource allocation,leveraging the role of school,boosting family education guidance,increasing parental involvement,and establishing a preschool education community.