新手与熟手对外汉语教师教学计划能力的实验研究

发布时间：2018-02-21 01:30

本文关键词： 教学计划能力新手熟手对外汉语教师达成教学目标诸要素　出处：《北京语言大学》2009年硕士论文　论文类型：学位论文

【摘要】： 近些年来,教师专长及认知技能领域研究的发展,使人们对教师的研究逐渐转换视角,将教师教学能力作为内在的信息加工过程来进行定性与定量研究,而教学计划能力作为教师教学能力的第一章,同样包含着一系列的心理过程,在这个过程中,教师通过制定手段和目的,并构建框架来指导其未来的教学行为。我们认为教师的教学计划能力可以将不同绩效表现的教师区分开来,因此本文采用新手与熟手教师的对比研究范式,结合认知心理学的研究方法,对对外汉语教师的教学计划能力进行了实验研究,我们将教师的教学计划能力转化为教师对达成教学目标诸要素的分析与认知能力,包括教师对教学对象的分析、对教学目标的分析及对实现目标的教学策略的设计与安排三个方面。实验的结果显示,在制定教学计划时两种类型的对外汉语教师对教学对象及教学目标的分析不存在显著差异,而在实现目标的教学策略设计方面差异显著。
[Abstract]:In recent years, with the development of teachers' expertise and cognitive skills, teachers' teaching ability is regarded as an inherent process of information processing to carry out qualitative and quantitative research. As the first chapter of teachers' teaching ability, teaching planning ability also contains a series of psychological processes. In this process, teachers make means and ends. We believe that teachers' teaching planning ability can distinguish teachers with different performance, so this paper adopts the comparative research paradigm between novice and proficient teachers. Combined with the research method of cognitive psychology, this paper makes an experimental study on the teaching planning ability of teachers of Chinese as a foreign language. We transform the teaching planning ability of teachers into teachers' analysis and cognitive ability to achieve the teaching objectives. It includes teachers' analysis of teaching objects, analysis of teaching objectives and design and arrangement of teaching strategies to achieve them. The results of the experiments show that, There is no significant difference in the analysis of teaching objects and teaching objectives between the two types of TCFL teachers, but there is a significant difference in the design of teaching strategies to achieve the goals.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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