美国高中汉语教师课堂管理行为研究

发布时间：2018-04-02 10:52

本文选题：美国高中汉语教学　切入点：课堂管理　出处：《中央民族大学》2017年硕士论文

【摘要】：语言是文化的载体,推动国际汉语教学事业在全球的发展意义重大。美国作为海外汉语教学的前沿阵地,近年来越来越多的中小学开始开设汉语课,而在美国汉语教学过程中,很多教师反映课堂管理问题是他们遇到的最大的难题。高中是人生中承上启下的关键阶段,一位青年的基础教育到此结束,而以往的研究中对这一阶段鲜少涉及,故笔者将视角锁定在美国高中。通过对美国高中汉语教师管理行为的研究,揭示出美国高中学生常见的外向型问题行为类型,以及教师对每一类问题行为的管理方式。希望能够对有志去美国教汉语的同行们一些借鉴和启发。本研究综合运用了多种研究方法,首先通过文献研究法了解关于课堂管理的相关研究动态,之后采用问卷调查法和访谈法,通过对三十多名美国高中教师进行问卷调查以及对部分教师进行访谈,收集到了七种较为典型的美国高中汉语课堂外向型问题行为,教师针对每一类问题行为的归因分析及管理方式,最后采用案例分析法,针对七类问题行为从案例来源、教师背景、案例描述及原因分析、教师处理方式和处理有效性出发,进行具体分析并得出一些启发。本研究主要包括以下几方面内容:首先是美国高中汉语课堂问题行为及原因分析。这部分主要结合问卷调查数据和教师访谈,归纳出七类问题行为,主要分为学生个体和学生之间的外向型问题行为。之后对这两大类问题行为的原因进行分析,教师的管理方式进行分析。其次是对各类问题行为的案例分析。案例从来源、教师背景、案例描述、教师处理方式以及处理的有效性五个方面进行描述,并在此基础上进行分析,得出一些启示。最后,在前两部分内容研究基础上,研究者提出了提高美国高中课堂管理效果的一些建议。建议主要针对汉办派出教师和美国学校及汉办方面:从汉办派出教师角度,研究者提出派出教师应尽可能多地了解美国教育制度,在课堂管理上采取有效地预防措施,合理开展课堂活动可以减少学生的问题行为,因而需要教师在备课时进行仔细地设计;从美国学校和汉办方面,研究者提出美国学校可以定期开展关于课堂管理技巧的培训,并提供课堂观摩的机会,另外研究者建议汉办在外派教师赴任前的培训中,应加强针对赴任国的课堂管理知识的培训,建立和完善新、老外派教师的衔接机制也尤为重要。
[Abstract]:Language is the carrier of culture, and it is of great significance to promote the development of international Chinese teaching in the world. As the forefront of overseas Chinese teaching, in recent years, more and more middle and primary schools in the United States have begun to offer Chinese courses, but in the process of Chinese teaching in the United States, Many teachers report that classroom management is the biggest problem they encounter. High school is a crucial stage in life, where a young person's basic education ends, which has rarely been touched upon in previous studies. Therefore, the author focuses on American high school. Through the research of Chinese teacher management behavior in American high school, the author reveals the common extroverted problem behavior type of American high school students. And how teachers manage each kind of problem behavior. It is hoped that it can be used as a reference and inspiration for those who are interested in teaching Chinese in the United States. First, through literature research to understand the relevant research trends about classroom management, then using questionnaire and interviews, through more than 30 high school teachers in the United States questionnaire survey and interviews with some teachers. This paper collects seven typical extroverted problem behaviors in Chinese classroom in American senior high school. The attribution analysis and management methods of each kind of problem behaviors are analyzed. Finally, the case analysis method is used to analyze the seven types of problem behaviors from the source of cases. Teachers' background, case description and cause analysis, teachers' treatment and effectiveness, This research mainly includes the following aspects: firstly, the behavior and causes of Chinese classroom problems in American senior high school are analyzed. This part mainly combines questionnaire data and teacher interviews. Seven types of problem behaviors are summarized, which are mainly divided into extroverted problem behaviors between individual students and students. Then, the causes of these two kinds of problem behaviors are analyzed. The second part is the case study of all kinds of problem behaviors. The cases are described from five aspects: source, teacher background, case description, teacher treatment and the effectiveness of treatment. Based on the analysis, some revelations are obtained. Finally, on the basis of the first two parts of the research, The researchers put forward some suggestions to improve the effectiveness of classroom management in high schools in the United States. The suggestions are mainly aimed at the teachers sent by the Chinese government, American schools and the Chinese government: from the perspective of sending teachers from the Chinese high school, The researchers suggest that teachers should learn as much as possible about the American educational system, take effective preventive measures in classroom management, and reasonably carry out classroom activities to reduce students' problem behavior. Therefore, teachers are required to design carefully when preparing lessons; from the perspective of American schools and Chinese schools, researchers suggest that American schools can regularly conduct training on classroom management skills and provide opportunities for classroom observation. In addition, the researcher suggests that in the training of expatriate teachers, we should strengthen the training of classroom management knowledge, establish and perfect the new, and the linking mechanism of the old and the foreign teachers is particularly important.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3

【参考文献】