【摘要】：勝任特征的研究起源于20世紀(jì)70年代，目前已被廣泛應(yīng)用于管理學(xué)界和心理學(xué)界。過(guò)去幾十年里，勝任特征的研究對(duì)象一般主要集中于企業(yè)的中高層管理者，而很少應(yīng)用于對(duì)外漢語(yǔ)教學(xué)領(lǐng)域，加上漢語(yǔ)國(guó)際教育是對(duì)外漢語(yǔ)教學(xué)領(lǐng)域中新興的專業(yè)，勝任特征在漢語(yǔ)教育中的應(yīng)用則更為少見(jiàn)。 本研究借鑒勝任特質(zhì)理論及方法，通過(guò)對(duì)北京大學(xué)對(duì)外漢語(yǔ)教育學(xué)院7名漢語(yǔ)國(guó)際教育碩士研究生進(jìn)行行為事件訪談（BEI)和課堂觀察，在此基礎(chǔ)上對(duì)這些結(jié)果進(jìn)行主題分析，并運(yùn)用NvivoS對(duì)材料進(jìn)行編碼，，最后對(duì)不同組別漢語(yǔ)國(guó)際教育碩士的勝任特征進(jìn)行差異比較和聚類分析，構(gòu)建了漢語(yǔ)國(guó)際教育碩士的鑒別性勝任特征模型。漢語(yǔ)國(guó)際教育碩士鑒別性勝任特征包括成就導(dǎo)向、幫助與培養(yǎng)他人、創(chuàng)新、彈性與應(yīng)變、沖擊與影響、概念式思考、自我學(xué)習(xí)和發(fā)展、主動(dòng)性、語(yǔ)言能力、幽默、自信、跨文化交際意識(shí)和能力共12項(xiàng)特征。鑒別性勝任特征模型可以為漢語(yǔ)國(guó)際教育碩士的選拔、培養(yǎng)及職業(yè)發(fā)展提供參考，也可用于制定評(píng)優(yōu)和獎(jiǎng)勵(lì)標(biāo)準(zhǔn)。
[Abstract]:The study of competency originated in the 1970s and has been widely used in the field of management and psychology. In the past few decades, the subjects of competence research have been mainly concentrated on the middle and senior managers of enterprises, but rarely applied in the field of teaching Chinese as a foreign language, and the international education of Chinese as a foreign language is an emerging specialty in the field of teaching Chinese as a foreign language. The application of competency in Chinese education is even rarer. This study draws lessons from competency theory and methods, and carries out a thematic analysis of these results by interviewing 7 graduate students of international Chinese language education in Peking University with (BEI) and classroom observation. Finally, the difference and cluster analysis of the competency of different groups of masters of international Chinese education are compared and cluster analysis, and the model of differential competency of Chinese international education master is constructed. The distinguishing competencies of Master of International Education in Chinese include Achievement orientation, helping and developing others, Innovation, flexibility and adaptability, impact and influence, Conceptual thinking, Self-learning and Development, Initiative, language ability, humor, Self-confidence, etc. There are 12 characteristics of cross-cultural communication consciousness and competence. The discriminative competency model can provide a reference for the selection, training and career development of masters in Chinese international education, and can also be used to formulate criteria for evaluation and reward.
【學(xué)位授予單位】：北京大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G643;H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 劉曉雨;對(duì)對(duì)外漢語(yǔ)教師業(yè)務(wù)培訓(xùn)的思考[J];北京大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);1999年04期

2 蔡永紅;當(dāng)代美國(guó)另類評(píng)量的改革[J];比較教育研究;2000年02期

3 蔡永紅,黃天元;教師評(píng)價(jià)研究的緣起、問(wèn)題及發(fā)展趨勢(shì)[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2003年01期

4 張和生;;對(duì)外漢語(yǔ)教師素質(zhì)與培訓(xùn)研究的回顧與展望[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2006年03期

5 郝曉梅;對(duì)外漢語(yǔ)教師應(yīng)具備的知識(shí)素養(yǎng)與能力[J];北京教育(高教版);2005年Z1期

6 于逢春,王曉坤;對(duì)外漢語(yǔ)教師綜合素養(yǎng)論略[J];長(zhǎng)春師范學(xué)院學(xué)報(bào);2000年04期

7 茍承益;談對(duì)外漢語(yǔ)教師的綜合修養(yǎng)[J];成都大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1999年03期

8 馮麗萍;;論漢語(yǔ)國(guó)際教育專業(yè)碩士培養(yǎng)中的若干問(wèn)題[J];長(zhǎng)江學(xué)術(shù);2009年01期

9 曾曉東;對(duì)中小學(xué)教師績(jī)效評(píng)價(jià)過(guò)程的梳理[J];教師教育研究;2004年01期

10 王路江;;漢語(yǔ)國(guó)際教育碩士專業(yè)學(xué)位的人才培養(yǎng)[J];北京教育(高教);2010年06期

相關(guān)會(huì)議論文 前1條

1 陳海平;王宏麗;;國(guó)際漢語(yǔ)教師勝任特征的初步研究——用戶視角[A];第十一屆全國(guó)心理學(xué)學(xué)術(shù)會(huì)議論文摘要集[C];2007年

相關(guān)碩士學(xué)位論文 前1條

1 李靖華;基于勝任特質(zhì)理論的對(duì)外漢語(yǔ)課堂教學(xué)評(píng)估量表[D];北京語(yǔ)言大學(xué);2007年

本文編號(hào)：2417497