【作者】 王艳；

【导师】 武小军；

【作者基本信息】 西华大学 ， 中国语言文学， 2022， 硕士

【摘要】 为落实新时代“聚焦重点、全面普及、巩固提高”的国家通用语言文字工作方针,加大民族地区国家通用语言文字推广力度,提升普及程度和质量,落实国家通用语言文字事业“十四五”发展规划相关要求,必须要了解民族地区各类群体的国家通用语言文字水平,才能更好地精准施策。色达县是典型的藏族聚居区,本文以该县小学生作为研究对象,涉及的学生全部为藏族,通过录音、拍照、访谈、问卷等实地调研方式对其国家通用语言文字水平进行调查、统计、分析、描写,探究影响藏族小学生国家通用语言文字水平发展的因素,进而提出提升藏族小学生国家通用语言文字水平的策略。全文共四部分,具体安排为:第一章绪论,介绍本文的研究背景,研究内容与研究意义,民族地区国家通用语言文字研究的文献综述,创新之处,调查设计与实施情况,以及样本基本情况。第二章分析藏族小学生的国家通用语言文字水平现状。本章将藏族小学生的国家通用语言文字水平分为国家通用语言口语表达和国家通用文字书面写作两个维度,从总体状况、城乡、年级等方面进行分析,得出的结论是:总体上藏族小学生的国家通用语言达到了熟练水平,但离准确流利的标准仍有差距;国家通用文字写作水平偏低,偏误形式多样。城乡差异上,农区学生国家通用语言水平高于县城和牧区学生;县城学生的国家通用文字写作偏误更多。年级差异上,学生国家通用语言水平随年级升高而提升;高年级学生国家通用文字写作偏误较集中。根据调查,本文总结出了藏族小学生国家通用语言文字学习的两大问题:口语表达与书面表达发展不同步;语音和语法受母语影响较大。第三章分析了影响藏族小学生国家通用语言文字水平的主要因素。一方面是由于语言环境单一与母语认同度高,具体表现为最先习得语言、优势语言、家庭语言环境等均以母语为主,对母语保持了高度认同和忠诚。另一方面是由于教育教学资源相对匮乏与双语教学模式滞后,具体表现为师资数量和质量不足,视听资源缺乏,图书资源不适合学生认知心理,一类教学模式已不适应现在的教育教学需求。根据前文分析,第四章提出了提升藏族小学生国家通用语言文字水平的策略。本文认为要从教师、教育行政部门、学校三个主体出发,教师抓好学生的基础知识积累与应用,加强对学生的情感态度引导;当地教育行政部门要完善和补充视听资源、图书资源,扩充教师队伍与加强教师培训;学校方面,特别是牧区学校要通过教师引领、增加国家通用语言文字类活动和校园语言景观等方式加强国家通用语言文字环境建设与宣传。更多还原

【Abstract】 In order to implement the national common language and writing work policy of "focusing on the key points,comprehensively popularizing,consolidating and improving" in the new era,increasing the promotion of the national common language and writing in ethnic minority areas,improving the popularity and quality,and implementing the relevant requirements of the "14th Five-Year Plan" for the national common language and writing business.For the relevant requirements of development planning,it is necessary to understand the level of the national common language and writing of various groups in ethnic minority areas in order to better and accurately implement policies.Seda County is a typical Tibetan settlement area,this article takes the primary school students in the county as the research object,and the students involved are all Tibetans,and investigates their level of the national standard language and writing through on-the-spot investigations such as recordings,photographs,interviews,and questionnaires.,statistics,analysis and description,explore the factors that affect the development of the national common language level of Tibetan primary school students,and then propose strategies to improve the national common language level of Tibetan primary school students.The full text consists of four parts,and the specific arrangement is: Chapter 1 Introduction,which introduces the research background,research content and research significance of this paper,literature review on the common language research in ethnic regions,innovations,survey design and implementation,and the basic situation of the sample.The second chapter analyzes the status quo of Tibetan primary school students’ national common language and writing proficiency.This chapter divides the national common language level of Tibetan primary school students into two dimensions: the national common language oral expression and the national common language written writing,and analyzes it from the aspects of the overall situation,urban and rural areas,and grades,concluded: Generally speaking,the national common language of Tibetan primary school students has reached the proficiency level,but there is still a gap between the standard of accuracy and fluency;the writing level of the national common language is low,and there are various forms of errors.In terms of urban-rural differences,students in rural areas have higher national language proficiency than students in county and pastoral areas;students in county towns have more errors in writing the national common language.In terms of grade differences,the students’ national common language proficiency improves with the increase of grades;the writing errors of the senior students’ national common characters are more concentrated.According to the survey,this paper summarizes two major problems of Tibetan primary school students’ national language learning:the development of oral and written expression is not synchronized;pronunciation and grammar are greatly influenced by mother tongue.The third chapter analyzes the main factors that affect the level of the national common language and writing of Tibetan primary school students.On the one hand,it is due to the single language environment and the high degree of identity with the mother tongue.The specific performance is that the first language acquisition,dominant language,family language environment,etc.are mainly mother tongue,maintain a high degree of recognition and loyalty to the mother tongue.On the other hand,it is due to the relative lack of educational and teaching resources and the lag of bilingual teaching mode.The specific manifestations are the insufficient quantity and quality of teachers,the lack of audio-visual resources,the book resources are not suitable for students’ cognitive psychology,and the first-class teaching mode is no longer suitable for the current education and teaching needs.According to the previous analysis,the fourth chapter proposes strategies to improve the level of the national common language of Tibetan primary school students.This paper believes that starting from the three main bodies of teachers,education administrative departments and schools,teachers should focus on the accumulation and application of students’ basic knowledge,and strengthen the guidance of students’ emotional attitudes;local education administrative departments should improve and supplement audio-visual resources,book resources,expand Teachers and strengthening teacher training;schools,especially pastoral schools,should strengthen the construction and publicity of the national common language environment through teacher guidance,increasing national common language activities and campus language landscapes.更多还原