本文選題：國際漢語教師　切入點(diǎn)：國際漢語職前教師　出處：《中央民族大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：對(duì)教師角色的合理認(rèn)知是教師開展高效教學(xué)、提升教學(xué)質(zhì)量、發(fā)揮教師作用的前提和基礎(chǔ)。因此,國際漢語職前教師對(duì)自己將來要扮演的教師角色的解釋方式和理解程度,會(huì)對(duì)他們今后的工作,特別是任教初期的教學(xué)實(shí)踐活動(dòng)和人際互動(dòng)方式產(chǎn)生一定的影響。本研究以99名國際漢語職前教師為研究對(duì)象,試圖通過問卷調(diào)查、訪談和案例收集等方法,較為全面、深入地了解這些未來的國際漢語教師在培訓(xùn)和實(shí)習(xí)過程中,對(duì)國際漢語教師角色的內(nèi)涵、形式、意義、功能等的理解和認(rèn)同情況。本研究利用量化與質(zhì)性相結(jié)合的研究方法,從角色發(fā)生的情境和角色內(nèi)容的分類兩種角度觀察分析了國際漢語職前教師角色認(rèn)知的整體情況,以及由不同因素導(dǎo)致的認(rèn)知差異,并據(jù)此分析了目前存在的角色認(rèn)知問題和對(duì)教師培訓(xùn)的啟示。論文主體共分為五部分：第一章是包括研究緣起、選題意義、相關(guān)文獻(xiàn)、概念界定、主要內(nèi)容和研究方法的緒論部分；第二章介紹了根據(jù)五個(gè)認(rèn)知層面和十二種角色類型相結(jié)合的研究框架設(shè)計(jì)的調(diào)查問卷；第三章和第四章分別對(duì)國際漢語職前教師的角色認(rèn)知情況進(jìn)行了整體性和差異性分析,討論了角色認(rèn)知的總體傾向和組內(nèi)、組間存在的分歧和波動(dòng)；第五章對(duì)調(diào)查研究的結(jié)果作總結(jié)性論述,并分析了國際漢語職前教師角色認(rèn)知的影響因素和存在的問題,以及對(duì)國際漢語教師培訓(xùn)的啟示；最后一章是結(jié)語部分,對(duì)本研究的研究背景、研究方法、研究過程、研究成果和不足之處等進(jìn)行了概述。通過研究發(fā)現(xiàn),國際漢語職前教師對(duì)本研究中大部分被測(cè)角色行為的認(rèn)同程度都比較高,且認(rèn)知一致性較好。但也有一些角色行為的認(rèn)同程度比較低,或者組內(nèi)、組間的差異比較大；個(gè)體因素、培訓(xùn)背景、教學(xué)實(shí)習(xí)經(jīng)歷等都可能會(huì)對(duì)國漢語際職前教師的角色認(rèn)知產(chǎn)生一定的影響。研究還發(fā)現(xiàn),目前國際漢語職前教師在角色認(rèn)知方面存在的主要問題有：角色意識(shí)不強(qiáng)、角色認(rèn)知的差異和波動(dòng)較大、角色期待與現(xiàn)實(shí)情況不符、角色認(rèn)知不適應(yīng)職業(yè)標(biāo)準(zhǔn)等。針對(duì)這些問題,本研究對(duì)國際漢語教師的培訓(xùn)工作提出了三點(diǎn)建議：調(diào)整培訓(xùn)的課程設(shè)置、引導(dǎo)受訓(xùn)教師進(jìn)行角色學(xué)習(xí)和幫助他們疏導(dǎo)心理問題。
[Abstract]:The reasonable cognition of teacher's role is the premise and foundation for teachers to carry out effective teaching, improve teaching quality, and bring teacher's role into play. This study will have a certain impact on their future work, especially the teaching practice and interpersonal interaction in the early stage of teaching. This study takes 99 international pre-service Chinese teachers as the research subjects, and attempts to make a questionnaire survey. The methods of interview and case collection are more comprehensive and thorough to understand the connotation, form and significance of the role of international Chinese teachers in the course of training and practice. This study analyzes the overall situation of international Chinese pre-service teachers' role cognition from the perspective of the situation of role occurrence and the classification of role content by means of the combination of quantitative and qualitative methods. And the cognitive differences caused by different factors, and then analyzes the existing role cognition problems and the inspiration to teacher training. The thesis is divided into five parts: the first chapter includes the origin of the study, the significance of the topic, the relevant literature. The second chapter introduces the questionnaire designed according to the research framework of five cognitive levels and 12 role types. Chapter three and Chapter 4th analyze the international Chinese pre-service teachers' role cognition, and discuss the general tendency of role cognition and the differences and fluctuations among groups. Chapter 5th summarizes the results of the investigation, and analyzes the influencing factors and existing problems of international Chinese pre-service teachers' role cognition, as well as the enlightenment to the training of international Chinese teachers. The last chapter is the conclusion part. The research background, research methods, research process, achievements and shortcomings of this study are summarized. It is found that the international Chinese pre-service teachers have a high degree of recognition of the behavior of most of the tested roles in this study. The cognitive consistency is good. But there are also some roles and behaviors that have a low level of identity, or greater differences between groups; individual factors, training background, The experience of teaching practice may have a certain impact on the role cognition of pre-service Chinese teachers in China. The study also finds that the main problems of international pre-service Chinese teachers in the field of role cognition are: low awareness of role. The difference and fluctuation of role cognition, the discrepancy between role expectation and reality, the unfit of role cognition to professional standard, etc. This study puts forward three suggestions for the training of international Chinese teachers: adjusting the training curriculum, guiding the trained teachers to learn their roles and helping them to solve their psychological problems.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：H195

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