国际汉语教师实践性知识的构建和发展

发布时间：2018-05-01 19:32

本文选题：国际汉语教师 + 实践性知识　；参考：《浙江大学》2012年硕士论文

【摘要】：国际汉语教师的实践性知识包含学科内容知识、汉语学习和教学的知识、教学设计与准备的知识、课堂组织与管理的知识、关于课程的知识、关于学生的知识、关于自我的知识以及有关教学环境的知识。国际汉语教师主动去构建和发展自己的实践性知识对于突破汉语国际推广“三教”问题中的教师问题有积极的现实意义、对国际汉语教师师资队伍的专业化发展也有促进作用。文章在前人的理论基础上,按照从一般到特殊的认识规律从一般教师、语言教师再到国际汉语教师,重构了语言教师以及国际汉语教师实践性知识的内容框架。接着结合教师实践性知识的形成机制,对未来教师“我”的实习成长故事以及资深对外汉语教师李培元的采访片断两个案例分别进行叙事分析和阐释,从不同的角度和层面展现和揭示了国际汉语教师实践性知识的构建和发展过程。文章最后还进一步提出了引导和促进国际汉语教师实践性知识发展的具体策略,认为这不仅需要相关部门提供必要的外部支持,更需要汉语教师提高自我发展意识,积极开展叙事研究,加强行动中的反思、通过各种途径主动向外界学习。
[Abstract]:The practical knowledge of international Chinese teachers includes knowledge of subject content, knowledge of Chinese learning and teaching, knowledge of teaching design and preparation, knowledge of classroom organization and management, knowledge about curriculum, knowledge about students, Knowledge about the self and about the teaching environment. International Chinese teachers take the initiative to construct and develop their own practical knowledge. It has positive practical significance to break through the problems of "three religions" in the international promotion of Chinese language, and it also promotes the professional development of international Chinese teachers. On the basis of previous theories, this paper reconstructs the content frame of practical knowledge of language teachers and international Chinese teachers according to the general to special understanding rules from general teachers, language teachers to international Chinese teachers. Then, combining with the forming mechanism of teachers' practical knowledge, the author analyzes and explains the story of the future teacher's practice and growth and the interview fragment of Li Peiyuan, a senior Chinese teacher as a foreign language teacher, respectively. This paper presents and reveals the construction and development of practical knowledge of international Chinese teachers from different angles and levels. Finally, the paper puts forward some specific strategies to guide and promote the development of practical knowledge of international Chinese teachers, which not only needs the necessary external support from relevant departments, but also needs Chinese teachers to raise their awareness of self-development. Actively carry out narrative research, strengthen reflection in action, and actively learn from the outside world through various ways.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【引证文献】