全语言教育理念对我国少数民族学前双语教育的启示  

Inspiration of Whole Language Concept to Pre-school Bilingual Education for Ethnic Minorities in China

作　　者：冯江英[1] 

机构地区：[1]新疆师范大学教育科学学院,新疆教师专业发展研究中心,新疆乌鲁木齐830054

出　　处：《民族教育研究》2010年第6期88-94,共7页Journal of Research on Education for Ethnic Minorities

基　　金：全国教育科学“十一五”规划课题“新疆少数民族学前双语教育的理论与实践体系研究”(课题批准号:FMB070485);新疆维吾尔自治区“十一五”规划课题“新疆校本教研的现状与对策研究”(课题批准号:070201)研究成果

摘　　要：针对我国少数民族学前双语教育存在的主要问题,在全语言教育理念的指导下,必须正确认识和处理好学前双语教育与学前教育、语言教育与教育语言、汉语与母语、口语与书面语、语言输入与语言输出、正式的语言教育与非正式的语言教育等关系。To solve the main problems in pre-school bilingual education for ethnic minorities under the guidance of whole language concept,we should properly understand and handle the relations between pre-school bilingual education and pre-school education,language education and educational language,Chinese and ethnic mother tongue,spoken language and written language,language input and language output as well as formal language education and informal language education.

关 键 词：全语言教育 少数民族学前双语教育 语言教育与教育语言 

分 类 号：G613.2[文化科学—学前教育学]