發(fā)布時間：2018-05-01 19:32

  本文選題：國際漢語教師 + 實踐性知識�。� 參考：《浙江大學》2012年碩士論文

【摘要】：國際漢語教師的實踐性知識包含學科內(nèi)容知識、漢語學習和教學的知識、教學設計與準備的知識、課堂組織與管理的知識、關(guān)于課程的知識、關(guān)于學生的知識、關(guān)于自我的知識以及有關(guān)教學環(huán)境的知識。國際漢語教師主動去構(gòu)建和發(fā)展自己的實踐性知識對于突破漢語國際推廣“三教”問題中的教師問題有積極的現(xiàn)實意義、對國際漢語教師師資隊伍的專業(yè)化發(fā)展也有促進作用。 文章在前人的理論基礎上,按照從一般到特殊的認識規(guī)律從一般教師、語言教師再到國際漢語教師,重構(gòu)了語言教師以及國際漢語教師實踐性知識的內(nèi)容框架。接著結(jié)合教師實踐性知識的形成機制,對未來教師“我”的實習成長故事以及資深對外漢語教師李培元的采訪片斷兩個案例分別進行敘事分析和闡釋,從不同的角度和層面展現(xiàn)和揭示了國際漢語教師實踐性知識的構(gòu)建和發(fā)展過程。文章最后還進一步提出了引導和促進國際漢語教師實踐性知識發(fā)展的具體策略,認為這不僅需要相關(guān)部門提供必要的外部支持,更需要漢語教師提高自我發(fā)展意識,積極開展敘事研究,加強行動中的反思、通過各種途徑主動向外界學習。
[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.
【學位授予單位】：浙江大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：H195

【引證文獻】

相關(guān)碩士學位論文 前1條

1 徐燕婷;對外漢語新手教師實踐性知識生成的個案研究[D];華東師范大學;2013年

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本文編號：1830762