民族地区学前教师的国家通用语言能力研究  

A Study on the National Common Language Ability of Preschool Teachers in Ethnic Areas

作　　者：蔡红梅[1] 马文香[2] CAI Hong-mei;MA Wen-xiang

机构地区：[1]重庆师范大学,重庆401331 [2]青海省委机关幼儿园,青海西宁810000

出　　处：《青海民族研究》2023年第2期110-117,共8页Qinghai Journal of Ethnology

基　　金：国家社科基金项目“3—6岁藏汉双语儿童的汉语发展水平测量与促进策略研究”(批准号:18BMZ078)阶段性成果。

摘　　要：学前教师的国家通用语言能力对民族地区学前普通话教育和学前儿童的中华民族共同体意识教育具有重要影响。笔者采用问卷调查法和访谈法,以民族地区的887位学前教师为对象,考察教师的国家通用语言能力现状。结果显示:教师的语言能力在整体上能够满足实施学前普通话教育的语言要求,但存在区域、教龄、学历和教师聘用类型的差异。基于此,优化对学前普通话教育的制度保障和政策支持;提高教育资源配置效率,强化教师国家通用语言文字核心素养和教学能力培训;铸牢教师的中华民族共同体意识,建立积极的国家通用语言态度等是促进教师国家通用语言能力全面提升的行动方向,以此为民族地区构建高质量国家通用语言文字教育体系奠定基础。The national common language proficiency of preschool teachers in ethnic areas has a direct impact on preschool Mandarin education in ethnic areas and the education of minority children's Chinese national community consciousness.A survey of 887 preschool teachers in ethnic minority areas was conducted to investigate the current situation of teachers'national common language proficiency.The results show that,on the whole,teachers'language proficiency can basically meet the language requirements,but there are differences according to region,teaching age,educational background and type of teachers'employment.The study suggests improving the institutional guarantee and strengthening the policy support for Mandarin preschool education,improving the allocative efficiency of educational resources,strengthening the training of teachers'core knowledge and teaching ability of the national common language,raising the awareness of the Chinese national community of preschool teachers,developing a positive attitude towards the national common language,and laying the foundation for building a high-quality national common language education system.

关 键 词：民族地区 学前教师 国家通用语言能力 学前普通话教育 中华民族共同体意识 

分 类 号：C95[社会学—民族学]