Can teachers teach in dialects?
Wang Ying. Lishui City, Zhejiang Province announced the Municipal Bureau of Culture, Radio, Television, Tourism and Sports to the Fourth Session of the Fourth Municipal People's Congress G042 Recommendation Reply content, said that it will carry out investigation and research, formulate a Lishui dialect inheritance plan, and advocate Chinese teachers to introduce dialect teaching. Local officials believe that this proposal to strengthen the inheritance and protection of the Lishui dialect based on the actual situation of Lishui and not to let the local pronunciation become nostalgia is of great reference value.
From the perspective of inheriting regional culture, the protection of dialects has certain practical significance, and a series of measures to protect dialects have been introduced in various places. However, the protection of dialects should not contradict the national policy of promoting Putonghua, and primary and secondary schools, as the main front for the promotion of Putonghua, teachers of all subjects should use standardized Putonghua to carry out teaching. It is inappropriate to advocate the introduction of dialect teaching by language teachers.
First of all, the promotion of Putonghua is the main task of language teachers. In Chinese teaching, teachers often have to give students orthophonic pronunciation and orthographic words through personal demonstrations, reading texts, speeches, etc., so as to correct the words that do not match the pronunciation of dialects and Putonghua, which is also a basic requirement of Chinese teaching in primary and secondary schools. Facts have also proved that children in dialect areas learn Xi Mandarin mostly Xi through Chinese classes. If Chinese teachers use dialects to teach, it will be difficult for students to master the basic pronunciation norms of Putonghua, as well as the knowledge of pronunciation and intonation, and it will be difficult for them to communicate smoothly with people from different dialect areas in the future, which is irresponsible to students.
Compared with Mandarin, dialects have a strong local color, and the same thing may have different names, and some words even have opposite meanings. Putonghua, on the other hand, has a national vocabulary system, and students have been using Putonghua vocabulary for a long time to express themselves, whether it is oral language or written language, they will show a high level of language accomplishment, and it is also convenient for communication with people from other regions.
Secondly, the promotion of Putonghua is also an important task of school education. In the teaching of all subjects in primary and secondary schools, not only Chinese teachers must speak and teach Putonghua well, but teachers of other subjects must also meet this requirement. Teaching in Mandarin is the basic skill of teachers, and it is also the basic condition for teachers to enter the school, and the unified use of Mandarin teaching, the cost of communication and the difficulty of mutual understanding will be greatly reduced. If the teacher teaches in the local dialect, the students in the other dialect areas will not understand, and the teaching effect will be greatly reduced
It is necessary to protect and pass on dialect culture, but it is not advisable to encourage teachers to introduce dialects in teaching. Teachers can use dialects to communicate with local students and parents in their daily lives, and speak standard and fluent Mandarin once they walk into the classroom or in formal settings. In order to inherit the dialect culture, schools can use dialect as a school-based curriculum, allowing students to collect dialect information, carry out research-based Xi, and guide students to explore and compare the differences between local dialects and Putonghua. In the process of this research, students not only inherited the dialect culture, but also effectively improved their Putonghua proficiency, killing two birds with one stone.