Construction and Practice of the"Four Integration"Collaborative Teaching Model for Mandarin Phonetic Correction among Primary School Students in the Ethnic Areas of Southeastern Guizhou
There are significant differences between the phonetic systems of minority languages and that of the national standard Mandarin language,and due to living environments and the lack of educational resources,primary school students in ethnic areas often encounter phonetic errors in consonants,vow-els,and tones when learning Mandarin.To address this issue,the research team focused on Miao students in Southeastern Guizhou and developed the"Four Integration"collaborative teaching model,which combines oral exercises,pronunciation correction,cooperative learning,and extended learning.They established a"U-S"(University-School)teacher study community and utilized local resources and modern information technology to support Mandarin teaching.The"Four Integration"collaborative teaching model effectively resolved conflicts between Mandarin phonetic teaching and the native lan-guage pronunciation in experimental schools and disseminated schools,yielding positive outcomes.
national standard languagephonetic correctionprimary school ChinesePinyin teaching
NETL
NSTL
万方数据
