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本报告运用三种不同类型的汉语语句,测试六个民族儿童对汉语语义理解的结果表明:(1)在双语教育环境中,六个民族7—9岁儿童对三类句型的理解,由于动机因素的不同,影响第二语言的学习效果。(2)在口语与书面语的转换关系上,无本族文字的民族儿童,学习汉语教材是初次接触到书面语言。(3)文化发展的差异,不仅存在于不同地区的民族之间,而且也存在于不同地区的同一民族之内。(4)进一步分析少数民族儿童使用双语的具体特点,可作为解决双语教育的一个关键问题进行研究。
The report uses three different types of Chinese sentences to test the semantic understanding of Chinese children by six ethnic children. The results show that: (1) In the bilingual education environment, the understanding of the three types of sentence patterns by children aged 7-9 in six ethnic groups Different motivational factors affect the learning outcomes of second language. (2) For the conversion between spoken language and written language, ethnic children without native language and Chinese learning materials are the first to have access to written language. (3) Differences in cultural development exist not only among ethnic groups in different regions, but also within the same ethnic group in different regions. (4) To further analyze the specific characteristics of minority children’s bilingualism can be used as a key problem to solve bilingual education.