發(fā)布時(shí)間：2019-06-18 13:49

【摘要】：眾所周知,中國(guó)經(jīng)濟(jì)和文化的發(fā)展使“漢語(yǔ)熱”風(fēng)靡全球。伴隨而來(lái)的則是學(xué)習(xí)漢語(yǔ)人數(shù)的大量增加、對(duì)外漢語(yǔ)教師的需求的顯著增大及對(duì)對(duì)外漢語(yǔ)師資的培養(yǎng)問(wèn)題的高度重視。目前在我國(guó),越來(lái)越多的教師轉(zhuǎn)型投入到對(duì)外漢語(yǔ)師資隊(duì)伍之中,其中英語(yǔ)教師數(shù)量最為可觀。這些英語(yǔ)教師的加入對(duì)對(duì)外漢語(yǔ)的教學(xué)起到了很大的促進(jìn)作用,但是在具體的教學(xué)實(shí)踐中,他們又容易受到英語(yǔ)教學(xué)的影響,遇到了眾多的困難與問(wèn)題,例如無(wú)法清楚地解釋漢語(yǔ)語(yǔ)言中存在的一些隱性的語(yǔ)言規(guī)律,由于教學(xué)方法不當(dāng)影響師生關(guān)系等。我們發(fā)現(xiàn),這些問(wèn)題呈現(xiàn)出一定的共性,因此,本文旨在通過(guò)對(duì)比分析英語(yǔ)教學(xué)和對(duì)外漢語(yǔ)教學(xué)的差異,厘清英語(yǔ)教師轉(zhuǎn)型對(duì)外漢語(yǔ)師資需要提高和改進(jìn)的能力,對(duì)照教育部漢語(yǔ)國(guó)際教育碩士培養(yǎng)方案,專門針對(duì)這部分英語(yǔ)教師設(shè)計(jì)一種培養(yǎng)方案,解決英語(yǔ)教師從事漢語(yǔ)教學(xué)時(shí)遇到的問(wèn)題,從而從整體上提高對(duì)外漢語(yǔ)教師師資水平。 本文主要采用文獻(xiàn)法,對(duì)國(guó)內(nèi)英語(yǔ)教師轉(zhuǎn)型對(duì)外漢語(yǔ)師資的培養(yǎng)進(jìn)行研究。通過(guò)查閱大量文獻(xiàn),筆者認(rèn)為國(guó)內(nèi)英語(yǔ)教學(xué)和對(duì)外漢語(yǔ)教學(xué)的差異具體表現(xiàn)在以下六個(gè)方面：教育類性差異、教學(xué)內(nèi)容差異、教學(xué)目標(biāo)差異、教學(xué)方法差異、教學(xué)語(yǔ)言差異和師生關(guān)系差異。由于這些差異的存在,所以對(duì)教師的能力要求也不一樣。鑒于英語(yǔ)教師本身的特點(diǎn)及對(duì)外漢語(yǔ)教學(xué)的需要,本文提出英語(yǔ)教師必須提高漢語(yǔ)本體能力,漢語(yǔ)教學(xué)能力,教學(xué)語(yǔ)言能力以及處理師生關(guān)系的能力,才能更好地開(kāi)展對(duì)外漢語(yǔ)教學(xué)工作。在論文最后一章,本文以國(guó)家教育部漢語(yǔ)國(guó)際教育碩士培養(yǎng)目標(biāo)為指導(dǎo),在研究和分析山東大學(xué)、北京外國(guó)語(yǔ)大學(xué)、北京語(yǔ)言大學(xué)以及吉林大學(xué)漢語(yǔ)國(guó)際教育碩士人才培養(yǎng)方案的基礎(chǔ)上,提出了英語(yǔ)教師轉(zhuǎn)型對(duì)外漢語(yǔ)師資培養(yǎng)方案設(shè)想。培訓(xùn)內(nèi)容上,由于英語(yǔ)教師在外語(yǔ)、外國(guó)文化以及第二語(yǔ)言教學(xué)法方面已經(jīng)有一定的基礎(chǔ),所以本文提出在今后的培養(yǎng)(培訓(xùn))過(guò)程中,要盡量縮減這三個(gè)方面的培訓(xùn)內(nèi)容,縮短其培訓(xùn)時(shí)間,特別強(qiáng)化培養(yǎng)英語(yǔ)教師的本體能力、漢語(yǔ)教學(xué)能力、教學(xué)語(yǔ)言能力以及處理師生關(guān)系的能力�？紤]到培養(yǎng)和提高語(yǔ)言能力和處理師生關(guān)系的能力之最好途徑是進(jìn)行案例分析和參加教學(xué)實(shí)踐,所以在培訓(xùn)中要加大案例分析和教學(xué)實(shí)踐的比重,讓英語(yǔ)教師在實(shí)踐中提高漢語(yǔ)教學(xué)水平。
[Abstract]:As we all know, the development of Chinese economy and culture makes Chinese fever popular all over the world. This is accompanied by a large increase in the number of people learning Chinese, a significant increase in the demand for teachers of Chinese as a foreign language and a great deal of attention to the training of teachers of Chinese as a foreign language. At present, more and more teachers are put into the teaching staff of Chinese as a foreign language in China, among which the number of English teachers is the most considerable. The addition of these English teachers has played a great role in promoting the teaching of Chinese as a foreign language, but in the specific teaching practice, they are vulnerable to the influence of English teaching and encountered many difficulties and problems, such as unable to clearly explain some hidden language laws in the Chinese language, due to the improper teaching methods affecting the relationship between teachers and students, and so on. We find that these problems show certain commonalities. Therefore, the purpose of this paper is to clarify the ability of English teachers to improve and improve their ability to improve and improve the transformation of teachers of Chinese as a foreign language by comparing the differences between English teaching and teaching Chinese as a foreign language, and to design a training scheme for this part of English teachers to solve the problems encountered by English teachers in Chinese teaching. In order to improve the level of teachers of Chinese as a foreign language as a whole. This paper mainly uses the method of literature to study the cultivation of teachers of Chinese as a foreign language in the transformation of English teachers in China. Through consulting a large number of literature, the author believes that the differences between domestic English teaching and teaching Chinese as a foreign language are as follows: educational differences, teaching content differences, teaching objectives differences, teaching methods differences, teaching language differences and teacher-student relationship differences. Due to the existence of these differences, the requirements for teachers' ability are also different. In view of the characteristics of English teachers themselves and the needs of teaching Chinese as a foreign language, this paper puts forward that English teachers must improve their Chinese Noumenon ability, Chinese teaching ability, teaching language ability and the ability to deal with the relationship between teachers and students in order to better carry out the teaching of Chinese as a foreign language. In the last chapter of the thesis, under the guidance of the training goal of the Master of Chinese International Education of the Ministry of Education of China, based on the research and analysis of Shandong University, Beijing Foreign Studies University, Beijing language University and Jilin University, this paper puts forward the idea of the transformation of English teachers into Chinese as a foreign language teacher. In terms of training content, because English teachers have some foundation in foreign language, foreign culture and second language teaching method, this paper puts forward that in the process of training (training) in the future, we should reduce the training content of these three aspects as much as possible, shorten their training time, especially strengthen the ability of cultivating English teachers' Noumenon ability, Chinese teaching ability, teaching language ability and dealing with teacher-student relationship. Considering that the best way to cultivate and improve language ability and deal with teacher-student relationship is to carry out case analysis and participate in teaching practice, it is necessary to increase the proportion of case analysis and teaching practice in training, so that English teachers can improve the level of Chinese teaching in practice.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：H195

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5 劉s，

本文編號(hào)：2501535