普通话是国家通用语言和中华民族共同语。为适应各地、各民族、各领域人才的深度交流和社会高速、高质量发展的需要，我国定下了到2025年全国范围内普通话普及率达到85%的目标。语言态度是人对某一语言使用价值、功能、地位和发展前途的看法，是文化观念在语言上的体现。推广普通话不仅仅要关注普通话水平和普通话使用，还要关注普通话语言态度，透过普通话语言态度来看普通话是否真正得到了广泛的认可，推广与使用是否深入人心。从而确保普通话的推广在思想上贯彻，在行动上落实。内蒙古自治区既是民族地区又是方言区，是推普工作的重点区域。当下，全区学校教育系统的推普工作有序开展。普通话是教师的基本功和职业语言，同时，教师是学校推普工作的中流砥柱。因此，关注内蒙古自治区教师的普通话语言态度尤为重要。
本文在对已有研究进行文献梳理的过程中发现，已有研究存在几方面的不足，即单一聚焦普通话语言态度的深度研究较少、对小学教师的普通话语言态度研究较少和以内蒙古自治区为研究区域的普通话语言态度研究较少。
小学新手教师是新时代小学教师队伍的新生力量和未来小学教师队伍的中坚力量，其普通话语言态度关系着新时代教师队伍的普通话素养，同时也关系着学生的普通话素养和学校推普工作的开展。由此，本研究聚焦内蒙古自治区小学新手教师的普通话语言态度，利用问卷调查法和访谈法从语言态度整体及情感、认知和行为倾向三个维度上揭示了当前内蒙古自治区小学新手教师的普通话语言态度总体情况，基于内蒙古自治区小学新手教师的不同变项特征讨论了其普通话语言态度差异，并探究了其普通话语言态度的社会变项和语言变项，分析了影响其普通话语言态度的因素。除此之外，根据研究对象的职业特殊性，本研究还揭示了其在教育教学情境下对使用标准普通话的态度和非普通话的态度，同时分析了影响因素。
研究发现，内蒙古自治区小学新手教师总体上对普通话的语言态度端正积极，其普通话语言态度差异与不同变项差异有关。同时也发现，内蒙古自治区部分小学新手教师对普通话的标准度缺乏重视及对课后的“非普通话”现象表示包容，部分小学新手教师的普通话语言态度距离端正积极的程度还有一定的差距。除此之外，本研究还发现内蒙古自治区小学新手教师的普通话语言态度受到学校语言环境、家庭语言环境、普通话素养建构水平、个人性格、教师职业认同、中华文化认同和推普工作进程的影响；其对使用标准普通话教育教学的态度受到学校语言环境、普通话素养建构水平、个人性格、教师职业认同和教育教学效果的影响；其对使用非普通话教育教学的态度受到学校语言环境、家庭语言环境、教师职业认同和教育教学效果的影响。围绕在研究中发现的实际问题，本研究建议内蒙古自治区各小学有针对性地开展普通话培训项目，并把普通话使用情况纳入到小学新手教师教育教学质量考评，同时，小学新手教师需要处理好普通话、方言和民族语言的关系。

Putonghua is the national common language and the common language of the Chinese nation. In order to meet the needs of in-depth exchanges of talents from all over the country, all ethnic groups and all fields and the rapid and high-quality development of society, China has set the goal of reaching 85% of the popularization rate of Putonghua nationwide by 2025. Language attitude is people's view of the value, function, status and development future of a language. It is the embodiment of cultural ideas in language. To promote Putonghua, we should not only pay attention to the level and use of Putonghua, but also pay attention to the Putonghua language attitude. Through the Putonghua language attitude, we can see whether Putonghua has really been widely recognized and whether the promotion and use are deeply rooted in the hearts of the people. So as to ensure that the promotion of Putonghua is implemented in thought and action. Inner Mongolia Autonomous Region is not only a minority area, but also a dialect area, which is the key area of popularization. At present, the popularization of the school education system in the whole region is carried out in an orderly manner. Putonghua is the basic skill and professional language of teachers. At the same time, teachers are the mainstay of school popularization. Therefore, it is particularly important to pay attention to the Putonghua language attitude of teachers in Inner Mongolia Autonomous Region.
In the process of combing the existing research literature, this paper finds that there are several deficiencies in the existing research, that is, there are few in-depth studies focusing on Putonghua language attitude, few studies on Putonghua language attitude of primary school teachers and few studies on Putonghua language attitude Taking Inner Mongolia Autonomous Region as the research area.
Novice primary school teachers are the new force of primary school teachers in the new era and the backbone of primary school teachers in the future. Their Putonghua language attitude is related to the Putonghua literacy of teachers in the new era, as well as the Putonghua literacy of students and the development of school popularization. Therefore, this study focuses on the Putonghua language attitude of novice primary school teachers in Inner Mongolia Autonomous Region. Using the methods of questionnaire and interview, this paper reveals the overall situation of the current Putonghua language attitude of novice primary school teachers in Inner Mongolia Autonomous Region from the three dimensions of language attitude as a whole and emotion, cognition and behavior tendency. Based on the different variable characteristics of novice primary school teachers in Inner Mongolia Autonomous Region, this paper discusses the differences of their Putonghua language attitude, It also explores the social variables and language variables of his Putonghua language attitude, and analyzes the relevant factors affecting his Putonghua language attitude. In addition, according to the professional particularity of the research object, this study also reveals its attitude towards the use of standard Putonghua and non Putonghua in the context of education and teaching, and analyzes the relevant influencing factors.
The study found that novice teachers in primary schools in Inner Mongolia autonomous region generally have a correct and positive attitude towards Putonghua, and the difference of Putonghua language attitude is related to the difference of different variables. At the same time, it is also found that some novice primary school teachers in Inner Mongolia Autonomous Region lack attention to the standard of Putonghua and are tolerant of the phenomenon of "non Putonghua" after class. There is still a certain gap between the correct and positive Putonghua language attitude of some novice primary school teachers. In addition, this study also found that the Putonghua language attitude of novice primary school teachers in Inner Mongolia Autonomous Region is affected by school language environment, family language environment, Putonghua literacy construction level, personal character, teachers' professional identity, Chinese culture identity and popularization process; Their attitude towards the use of standard Putonghua is influenced by the school language environment, the construction level of Putonghua literacy, personal character, teachers' professional identity and the effect of education and teaching; Their attitude towards the use of non Putonghua education and teaching is affected by school language environment, family language environment, teachers' professional identity and the effect of education and teaching. Focusing on the practical problems found in the study, this study suggests that primary schools in Inner Mongolia Autonomous Region carry out Putonghua training projects, and incorporate the use of Putonghua into the evaluation of education and teaching quality. At the same time, novice primary school teachers need to deal with the relationship between Putonghua, dialect and national language.