菲律宾大马尼拉区公立中学本土汉语教师专业发展现状调查与分析

发布时间：2018-02-12 08:03

本文关键词： 菲律宾公立中学本土汉语教师专业发展汉语教学　出处：《渤海大学》2017年硕士论文　论文类型：学位论文

【摘要】：菲律宾公立中学的汉语教学作为真正意义上的海外汉语教学,其发展离不开当地的本土汉语教师。然而,菲公立中学的汉语教学还处于起步阶段,本土汉语教师基本不是汉语专业出身,存在着专业水平普遍较低,教学方法不够丰富,不够重视文化教学,自我专业发展意识不足,教学反思实践不足,团结协作意识不强等问题。针对菲公立中学本土汉语教师的专业发展研究是为了促进汉语教学在菲的顺利开展,用到的研究方法有问卷调查法、访谈法。造成本土汉语教师专业发展出现问题的原因是他们基本上都是非汉语专业出身,系统学习汉语时间较短,对专业能力要求没有统一标准,对中国文化认同感不强,自我专业发展意识不足,工作任务繁重等。因此,本土汉语教师自身应提高汉语本体知识和语言技能,树立终身学习的理念;还要参照教师标准、加强同行经验交流,提高专业能力要求;同时,还应增强文化认同感,充分认识文化与语言的密切关系;更应增强自我专业发展的意识,进行教学研究与提高教学反思;当然,也应建立专业理想。汉办培训机构要加强教师的职前教育,完善跟踪培训,积极引导他们树立正确的教学发展理念。开设汉语课的学校要大力支持汉语教学,适当减轻他们其他任课的工作量,完善教学硬件设备;相关教育部门可以帮助构建教师共同体,搭建教师专业发展互助平台,完善教师管理测评体系,促成评估成绩与薪资待遇挂钩。
[Abstract]:Chinese teaching in public middle schools in the Philippines, as a true overseas Chinese language teaching, can not develop without local Chinese teachers. However, Chinese teaching in Philippine public middle schools is still in its infancy. Native Chinese teachers are not Chinese majors, and their professional level is generally low, teaching methods are not rich enough, cultural teaching is not enough, self-professional development consciousness is not enough, teaching reflection practice is insufficient. The research on the professional development of native Chinese teachers in Philippine public middle schools is aimed at promoting the smooth development of Chinese language teaching in the Philippines. The research methods used are questionnaire survey. Interview method. The reason for the problems in the professional development of native Chinese teachers is that they are basically non-Chinese majors, the time for systematic learning Chinese is relatively short, there is no uniform standard for their professional ability, and they do not have a strong sense of identity towards Chinese culture. Therefore, local Chinese teachers themselves should improve their knowledge and language skills of Chinese language, establish the concept of lifelong learning, and strengthen the exchange of peer experience with reference to teachers' standards. At the same time, we should enhance our cultural identity and fully understand the close relationship between culture and language; we should also enhance our awareness of self-professional development, carry out teaching research and improve teaching reflection; of course, Chinese training institutions should strengthen teachers' pre-service education, perfect follow-up training, actively guide them to establish correct teaching and development concepts. Schools offering Chinese language courses should vigorously support the teaching of Chinese. The relevant education departments can help to build a teacher community, build a mutual platform for teachers' professional development, and improve the evaluation system of teachers' management. Link evaluation results to salary packages.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

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