How to treat bilingual education in Xinjiang

How to treat bilingual education in Xinjiang

Why should bilingual education be carried out? Bilingual education syllabus.

Bilingual education for ethnic minorities in Xinjiang (hereinafter referred to as bilingual education) refers to the teaching mode of using the national common language and the national language to carry out related courses in the process of minority education and teaching.

Bilingual education is an important part of education in Xinjiang. Its goal is to learn Chinese culture, national mainstream culture and modern science and technology culture through the national common language, so that minority students can face the whole country, the world and the future and achieve greater development; Learning minority languages and cultures through minority languages and characters will enable minority languages and cultures to be inherited and developed.

First of all, learning the national common language is a legal requirement.

In the Constitution and related laws, there are specific provisions that require citizens to learn the common language of the country. Article 19 of the Constitution of People's Republic of China (PRC) stipulates: "The State promotes Putonghua which is commonly used throughout the country"; Article 37 of the Law on Regional National Autonomy in People's Republic of China (PRC) stipulates: "Schools (classes) and other educational institutions that mainly recruit minority students should offer Chinese courses from the lower grades or the upper grades of primary schools according to the situation, and promote the common Putonghua and standardized Chinese characters throughout the country." Article 10 of People's Republic of China (PRC) Common Language Law stipulates: "Putonghua and standardized Chinese characters are the basic teaching languages of schools and other educational institutions."

Chinese is the common language of the country, and it is the language that China citizens, including all ethnic groups, must learn to use. As a citizen of China, it is natural to learn and master the national common language. Learning to use the national common language not only shows that you are a member of the Chinese nation, but also can realize communication and development in a wider range. Of course, it is also the concrete embodiment of the national language laws and ethnic policies in the field of education, which is conducive to the better participation of ethnic minorities in the country's political, economic and cultural exchange activities.

Two. Bilingual education policies and regulations

(1) Bilingual education is bilingual education. Bilingual education insists on paying equal attention to Chinese teaching and folk teaching, and has always regarded mother tongue teaching as the focus of bilingual education. There are two main modes of bilingual education in primary and secondary schools. Mode 1 is that science is taught in Chinese, and liberal arts is taught in mother tongue. The second mode is that all courses are taught in Chinese and national language courses are offered. In schools without teachers, sports, music and art can be taught in their own national languages. These two modes are both bilingual education, and which mode to adopt is determined by all localities according to the wishes of the masses and the situation of teachers and students.

In the two modes of bilingual education in primary and secondary schools, ethnic language courses are offered from the first grade of primary school to senior high school. In addition, some courses related to the traditional culture of ethnic minorities in bilingual education are still taught in ethnic minority languages, which requires that these courses and corresponding teaching hours be fully rolled out. In addition, the autonomous region has launched a pilot program to provide mother tongue courses for students taking the China People's Examination. It is required to reserve ordinary classes taught in folk languages for students and parents to choose from. Increase knowledge of mother tongue

We should strengthen the training of teachers who teach in their mother tongue to improve their teaching level. At the same time, develop and introduce high-quality teaching resources to assist mother tongue teaching and ensure the quality of mother tongue teaching. In the pre-school bilingual education stage, there are ethnic minorities learning their mother tongues in the language field.

(2) Starting with dolls is one of the key points of bilingual education. A large number of research results and language acquisition practices tell us that children have obvious advantages in learning languages, especially oral English, so it is the best time to learn languages. In the pre-school stage, providing children with a good language environment and a lot of practical opportunities according to the law of language learning can help them learn their mother tongue and Chinese well, lay the foundation for them to use bilingual courses after entering primary school, and improve the effect of bilingual teaching.

Three, bilingual education is the need of economic and social development.

(1) Bilingual education is the road to national rejuvenation. Human beings rely on education to transmit the experience of their ancestors and cultivate new people from generation to generation, thus promoting social development and progress. Due to the historical and natural environment, Xinjiang's ethnic education has a weak foundation and unbalanced development. On the one hand, due to the lag in the translation of teaching resources, the lack of teaching resources has seriously affected the quality of teaching. On the other hand, because minority graduates don't understand the national common language, it affects their direct access to more information.

Today, with the world entering the 2 1 century, China's reform and opening-up is deepening, and the development of the country and society makes the demand for bilingual talents increase rapidly. Bilingual education is implemented to meet the needs of students' future development-in order to obtain information, go abroad for further study and seek a "high-paying" career, students will have to.

It is necessary to have bilingual ability and bilingual talents, which is the inevitable requirement of national and social development. Knowing only your own language and rejecting other languages can only make you a frog in the well. If you want to climb out of the deep well, you must learn other languages to show yourself to the world. "Planting trees for ten years, educating people for a hundred years." If we find that after our children graduate from high school or even university, the development of students is limited, because Chinese and other languages obviously cannot keep up with the needs of the development of the situation, then we will implement bilingual education, then we will be too backward.

Bilingual education enriches the talent training mode of ethnic education and further clarifies the talent training goal of ethnic education. On the one hand, bilingual education enriches teaching resources, which in turn promotes the change of teachers' teaching concepts and methods, enhances the teaching effect and improves the quality of minority education. On the other hand, bilingual education expands information channels, which is beneficial for minority students and teachers to obtain information directly and quickly, broaden their horizons and improve the teaching quality of ethnic education.

The social and economic development of Xinjiang is inseparable from the extensive participation and joint efforts of ethnic minorities. However, for most ethnic minorities, it is limited to know only the minority languages, and knowing the second language, especially the second language with many varieties and a large number of users, will greatly enrich their knowledge and improve their competitiveness. In this way, it will also be more conducive to personal employment and entrepreneurship, personal and family development, and poverty alleviation.

People all over the world are keen on learning Chinese. According to statistics, in 20 1 1 year, more than 300 Confucius Institutes and more than 500 Confucius Classrooms were established in 105 countries and regions around the world, and the number of overseas Chinese learners has exceeded 40 million. At present, our region has come to China.

There are nearly 5000 foreign students studying Chinese. Nowadays, people all over the world are keen on learning Chinese, so it is natural for China citizens to learn and master the national common language.

Many developed countries in the world are actively promoting bilingual education. For example, Singapore is also a country with a high degree of bilingualism, with Chinese accounting for more than 80%. The state stipulates four official languages, English is not a foreign language, but the official language of the country, and Chinese is also the official language of China.

Japan has always been a bilingual country. Chinese and Japanese were used in ancient times, English was used for trade before World War I, and German was used for science and technology. After World War II, Japan made full use of English and introduced new technologies to make it develop and become an economic power. An article entitled "The English Revolution is brewing in Japan" suggests: "Congress should formally establish English as the second official language by legislation." Please note that this is the "second official language", not a second foreign language. If Japan really takes English as the second official language, its bilingual level will be further improved.

India is also a bilingual or multilingual country with a high level of bilingualism. The official language of India is Hindi. Besides, there are more than ten official languages in the United States. The complexity of language can be imagined, but English has become the link between the national language and the languages of the States. Explain how high the English level in India is. Because of this, its IT technology is in a leading position in the world.