我国少数民族学前儿童国家通用语言教育:政策干预与实践思考  

National Common Language Education for Preschool Minority Children in China:Policy Intervention and Practical Thinking

作　　者：李瑞华[1] 徐福 陈婷丽 LI Rui-hua;XU Fu;CHEN Ting-li(School of Education,Qinghai Normal University,Xining,Qinghai 810016;School of Education,Minzu University of China,Beijing 100081;College of Education Science,Guangxi University for Nationalities,Nanning,Guangxi 530006,China)

机构地区：[1]青海师范大学教育学院,青海西宁810016 [2]中央民族大学教育学院,北京100081 [3]广西民族大学教育科学学院,广西南宁530006

出　　处：《民族教育研究》2021年第4期57-64,共8页Journal of Research on Education for Ethnic Minorities

基　　金：2019年度国家社科基金项目“脱贫攻坚背景下青海藏族贫困人口的普通话水平与脱贫关系研究”(项目编号:19BYY067)的阶段性成果。

摘　　要：对少数民族学前儿童实施国家通用语言教育,使其在接受义务教育前能够使用国家通用语言进行沟通交流,形成国家通用语言思维习惯,为入学奠定良好的语言基础。基于儿童早期语言干预理论与干预实践对我国少数民族学前儿童国家通用语言教育政策与实践进行回顾与总结,就相关政策的推进与转型、实践探索的过程与成效进行梳理分析,并对当前我国少数民族学前儿童国家通用语言教育政策与实践特征进行解析与思考,促进构建幼儿园、家庭、社会多方力量共同参与,普惠全纳的少数民族学前儿童国家通用语言干预体系。Implement the national universal language education for ethnic minority preschool children,so that they can use the national universal language for communication before receiving compulsory education,form the national universal language thinking habits,and lay a good language foundation for enrollment.From the theory of early childhood language intervention and intervention practice,through the review and summary of national universal language education policies and practice,the process and effect of relevant policies,and analyzes the policy and practical characteristics of national minority children,a national universal language intervention system for preschool minority children will be established with the joint participation of kindergartens,families and society as soon as possible.

关 键 词：少数民族学前儿童 国家通用语言教育 语言干预 

分 类 号：G750[文化科学—教育学]