国际汉语职前教师角色认知探讨

发布时间：2018-03-04 08:33

本文选题：国际汉语教师　切入点：国际汉语职前教师　出处：《中央民族大学》2015年硕士论文　论文类型：学位论文

【摘要】：对教师角色的合理认知是教师开展高效教学、提升教学质量、发挥教师作用的前提和基础。因此,国际汉语职前教师对自己将来要扮演的教师角色的解释方式和理解程度,会对他们今后的工作,特别是任教初期的教学实践活动和人际互动方式产生一定的影响。本研究以99名国际汉语职前教师为研究对象,试图通过问卷调查、访谈和案例收集等方法,较为全面、深入地了解这些未来的国际汉语教师在培训和实习过程中,对国际汉语教师角色的内涵、形式、意义、功能等的理解和认同情况。本研究利用量化与质性相结合的研究方法,从角色发生的情境和角色内容的分类两种角度观察分析了国际汉语职前教师角色认知的整体情况,以及由不同因素导致的认知差异,并据此分析了目前存在的角色认知问题和对教师培训的启示。论文主体共分为五部分：第一章是包括研究缘起、选题意义、相关文献、概念界定、主要内容和研究方法的绪论部分；第二章介绍了根据五个认知层面和十二种角色类型相结合的研究框架设计的调查问卷；第三章和第四章分别对国际汉语职前教师的角色认知情况进行了整体性和差异性分析,讨论了角色认知的总体倾向和组内、组间存在的分歧和波动；第五章对调查研究的结果作总结性论述,并分析了国际汉语职前教师角色认知的影响因素和存在的问题,以及对国际汉语教师培训的启示；最后一章是结语部分,对本研究的研究背景、研究方法、研究过程、研究成果和不足之处等进行了概述。通过研究发现,国际汉语职前教师对本研究中大部分被测角色行为的认同程度都比较高,且认知一致性较好。但也有一些角色行为的认同程度比较低,或者组内、组间的差异比较大；个体因素、培训背景、教学实习经历等都可能会对国汉语际职前教师的角色认知产生一定的影响。研究还发现,目前国际汉语职前教师在角色认知方面存在的主要问题有：角色意识不强、角色认知的差异和波动较大、角色期待与现实情况不符、角色认知不适应职业标准等。针对这些问题,本研究对国际汉语教师的培训工作提出了三点建议：调整培训的课程设置、引导受训教师进行角色学习和帮助他们疏导心理问题。
[Abstract]:The reasonable cognition of teacher's role is the premise and foundation for teachers to carry out effective teaching, improve teaching quality, and bring teacher's role into play. This study will have a certain impact on their future work, especially the teaching practice and interpersonal interaction in the early stage of teaching. This study takes 99 international pre-service Chinese teachers as the research subjects, and attempts to make a questionnaire survey. The methods of interview and case collection are more comprehensive and thorough to understand the connotation, form and significance of the role of international Chinese teachers in the course of training and practice. This study analyzes the overall situation of international Chinese pre-service teachers' role cognition from the perspective of the situation of role occurrence and the classification of role content by means of the combination of quantitative and qualitative methods. And the cognitive differences caused by different factors, and then analyzes the existing role cognition problems and the inspiration to teacher training. The thesis is divided into five parts: the first chapter includes the origin of the study, the significance of the topic, the relevant literature. The second chapter introduces the questionnaire designed according to the research framework of five cognitive levels and 12 role types. Chapter three and Chapter 4th analyze the international Chinese pre-service teachers' role cognition, and discuss the general tendency of role cognition and the differences and fluctuations among groups. Chapter 5th summarizes the results of the investigation, and analyzes the influencing factors and existing problems of international Chinese pre-service teachers' role cognition, as well as the enlightenment to the training of international Chinese teachers. The last chapter is the conclusion part. The research background, research methods, research process, achievements and shortcomings of this study are summarized. It is found that the international Chinese pre-service teachers have a high degree of recognition of the behavior of most of the tested roles in this study. The cognitive consistency is good. But there are also some roles and behaviors that have a low level of identity, or greater differences between groups; individual factors, training background, The experience of teaching practice may have a certain impact on the role cognition of pre-service Chinese teachers in China. The study also finds that the main problems of international pre-service Chinese teachers in the field of role cognition are: low awareness of role. The difference and fluctuation of role cognition, the discrepancy between role expectation and reality, the unfit of role cognition to professional standard, etc. This study puts forward three suggestions for the training of international Chinese teachers: adjusting the training curriculum, guiding the trained teachers to learn their roles and helping them to solve their psychological problems.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

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