初级综合课教学中文教师知识结构实证研究
北京语言大学, 国际中文教育研究院, 北京 100083
| 摘 要： | 教师教育和教师发展是学科建设的基本问题，国际中文教师所具有的知识结构与教师专业发展和国际中文教学质量密切相关。不同等级、不同课型的教学对中文教师知识和知识结构的要求各不相同。本研究采用实证的方法，以初级汉语综合课实录为样本，以教学实录中的教学事件所体现出的教师知识为研究对象，通过考察分析报告了国际中文教师教学实践中的知识结构，并且对知识结构构成维度、具体要素和应用比重进行了分析。研究结果显示，初级综合课教学中国际中文教师知识结构由六大维度十三个要素构成，教师知识结构的各知识维度和不同维度下具体知识要素的应用比重不尽相同，其中“教学知识”维度的应用比重最高，包括“汉语学科教学知识”与“一般教学知识”两个具体知识要素，它们共同构成是国际中文教师知识结构的“核心”。本研究的结果有助于指导中文教师更好地开展教学，提高教学能力和素养，有助于指导国际中文教师培养和培训的课程设置，同时也希望本研究能够为国际中文教师教育和教师发展研究提供新的启发和思路。 |
| 关 键 词： | 国际中文教师; 知识结构; 初级综合课; 应用比重 |
| DOI： | 10.57237/j.edu.2024.03.001 |
View:
Downloads:
收稿日期: 2024-03-18
接受日期: 2024-04-30 00:00:0
在线出版日期: 2024-05-23
An Empirical Study on International Chinese Language Teachers' Knowledge Structure in Elementary Comprehensive Course
Research Institute of International Chinese Language Education, Beijing Language and Culture University, Beijing 100083, China
| Abstract: | Teacher education and development is the basic problem of discipline construction. The knowledge structure of international Chinese language teachers is closely related to their professional development and the quality of international Chinese language teaching. Different levels and classes have different requirements on Chinese teachers' knowledge and knowledge structure. This study adopts an empirical approach, taking the recorded data of primary comprehensive Chinese courses as samples, and taking the teacher knowledge reflected in teaching events in the recorded data as the research object. Through investigation and analysis, it reports on the knowledge structure of international Chinese teachers in teaching practice, and analyzes the dimensions of knowledge structure, specific elements, and application proportions. The results show that the knowledge structure of international Chinese language teachers in primary comprehensive courses is composed of six dimensions and thirteen elements. The application proportions of different knowledge dimensions and specific knowledge elements are different. Among them, the application proportion of the "Pedagogical Knowledge" dimension is the highest, including two specific knowledge elements of "Pedagogical Content Knowledge in Chinese language teaching" and "General Pedagogical Knowledge", which together constitute the "core" of the knowledge structure of international Chinese language teachers. The results of this study are conducive to Chinese teachers better carrying out teaching, improving teaching ability and literacy, guiding the curriculum setting of international Chinese teacher language training. Also, it is hoped to provide new inspirations and ideas for the research on the education and development of international Chinese teachers. |
| Keywords: | International Chinese Language Teacher; Knowledge Structure; Elementary Comprehensive Course; Application Proportion |
基金
| 1. | 教育部中外语言交流合作中心2022年度国际中文教育研究课题重点项目“全息论视角下国际中文教育在线教学研究” (22YH48B) |
| 2. | 北京语言大学重大基础研究专项“新时代国际中文教育模式创新研究” (21ZDJ03) |
参考文献
| [1] | 陆俭明. 谈汉语作为第二语言教学的学科建设及其本体研究 [J]. 外语教学与研究, 2008(05): 359-361+401. |
| [2] | 朱晓民, 张德斌. 近二十年来教师知识结构研究述评 [J]. 山西师大学报(社会科学版), 2006(02): 136-140. |
| [3] | 刘清华. 教师知识研究的问题与建构路向 [J]. 教育理论与实践, 2005(21): 45-48. |
| [4] | 崔希亮. 汉语教师的知识结构、能力结构和文化修养 [J]. 国际汉语, 2012(00): 86-90. |
| [5] | 王素梅. 汉语国际教师的知识结构、能力结构及培养方法研究 [J]. 教育与职业, 2013(15): 78-79. |
| [6] | 吕必松. 关于对外汉语教师业务素质的几个问题 [J]. 世界汉语教学, 1989(01): 1-17. |
| [7] | 王添淼. 国际汉语教师专业发展现状及其对策 [J]. 东北师大学报(哲学社会科学版), 2015(02): 229-231. |
| [8] | Sun, Dekun. "Everything goes smoothly": A case study of an immigrant Chinese language teacher's personal practical knowledge [J]. Teaching and Teacher Education, 2012 (28): 760-767. |
| [9] | 李肖玫. 国际汉语教师的实践性知识——基于一位高校专家型国际汉语教师的教育叙事研究 [D]. 上海: 上海外国语大学硕士学位论文, 2019. |
| [10] | Li, L., Valcke, M., Badan, L., & Anderl, C. Chinese as a foreign language (CFL) teachers’ pedagogical content knowledge in teaching Chinese pronunciation [J]. Language Teaching Research, 2022(0). https://doi.org/10.1177/13621688221117605. |
| [11] | 张洁. 对外汉语教师的知识结构与能力结构研究 [D]. 北京: 北京语言大学博士学位论文, 2007. |
| [12] | 江新, 郝丽霞. 新手和熟手对外汉语教师实践性知识的研究 [J]. 语言教学与研究, 2011(02): 1-8. |
| [13] | 李晓萌. 对外汉语新手教师实践性知识发展的自我叙事探究 [D]. 北京: 北京外国语大学硕士学位论文, 2020. |
| [14] | 顾明远. 教育大辞典 [M]. 上海: 上海教育出版社, 1998年. |
| [15] | R. M. Gagne著, 皮连生, 王映学, 郑葳等译. 《学习的条件和教学论》 [M], 上海: 华东师范大学出版社, 1999. |
| [16] | 郑艳群. 汉语教学数据挖掘: 意义和方法 [J]. 语言文字应用, 2016(04): 116-124. |
| [17] | Shulman, Lee, S. Knowledge and Teaching: Foundations of the New Reform [J]. Harvard Educational Review, 1987(01): 355-356. |
| [18] | Grossman, P. L. The Making of a Teacher: Teacher Knowledge and Teacher Education [M]. New York: Teachers College Press, 1990. |
| [19] | 刘清华. 教师知识的模型建构研究 [D]. 重庆: 西南师范大学博士学位论文, 2004. |
| [20] | 邓恩明. 谈教师培训的课程设置 [J]. 世界汉语教学, 1991(01): 48-54. |
| [21] | 李泉. 《汉语综合课教学理论与方法》 [M]. 北京: 北京大学出版社, 2011. |
| [22] | 李泉, 丁安琪. 专业素养:汉语教师教育的起点与常态——“素养—能力—知识”新模式 [J]. 云南师范大学学报(对外汉语教学与研究版), 2020(05): 1-9. |
