發(fā)布時間：2018-02-12 08:03

  本文關(guān)鍵詞： 菲律賓公立中學(xué) 本土漢語教師 專業(yè)發(fā)展 漢語教學(xué)　出處：《渤海大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：菲律賓公立中學(xué)的漢語教學(xué)作為真正意義上的海外漢語教學(xué),其發(fā)展離不開當(dāng)?shù)氐谋就翝h語教師。然而,菲公立中學(xué)的漢語教學(xué)還處于起步階段,本土漢語教師基本不是漢語專業(yè)出身,存在著專業(yè)水平普遍較低,教學(xué)方法不夠豐富,不夠重視文化教學(xué),自我專業(yè)發(fā)展意識不足,教學(xué)反思實踐不足,團結(jié)協(xié)作意識不強等問題。針對菲公立中學(xué)本土漢語教師的專業(yè)發(fā)展研究是為了促進(jìn)漢語教學(xué)在菲的順利開展,用到的研究方法有問卷調(diào)查法、訪談法。造成本土漢語教師專業(yè)發(fā)展出現(xiàn)問題的原因是他們基本上都是非漢語專業(yè)出身,系統(tǒng)學(xué)習(xí)漢語時間較短,對專業(yè)能力要求沒有統(tǒng)一標(biāo)準(zhǔn),對中國文化認(rèn)同感不強,自我專業(yè)發(fā)展意識不足,工作任務(wù)繁重等。因此,本土漢語教師自身應(yīng)提高漢語本體知識和語言技能,樹立終身學(xué)習(xí)的理念;還要參照教師標(biāo)準(zhǔn)、加強同行經(jīng)驗交流,提高專業(yè)能力要求;同時,還應(yīng)增強文化認(rèn)同感,充分認(rèn)識文化與語言的密切關(guān)系;更應(yīng)增強自我專業(yè)發(fā)展的意識,進(jìn)行教學(xué)研究與提高教學(xué)反思;當(dāng)然,也應(yīng)建立專業(yè)理想。漢辦培訓(xùn)機構(gòu)要加強教師的職前教育,完善跟蹤培訓(xùn),積極引導(dǎo)他們樹立正確的教學(xué)發(fā)展理念。開設(shè)漢語課的學(xué)校要大力支持漢語教學(xué),適當(dāng)減輕他們其他任課的工作量,完善教學(xué)硬件設(shè)備;相關(guān)教育部門可以幫助構(gòu)建教師共同體,搭建教師專業(yè)發(fā)展互助平臺,完善教師管理測評體系,促成評估成績與薪資待遇掛鉤。
[Abstract]:Chinese teaching in public middle schools in the Philippines, as a true overseas Chinese language teaching, can not develop without local Chinese teachers. However, Chinese teaching in Philippine public middle schools is still in its infancy. Native Chinese teachers are not Chinese majors, and their professional level is generally low, teaching methods are not rich enough, cultural teaching is not enough, self-professional development consciousness is not enough, teaching reflection practice is insufficient. The research on the professional development of native Chinese teachers in Philippine public middle schools is aimed at promoting the smooth development of Chinese language teaching in the Philippines. The research methods used are questionnaire survey. Interview method. The reason for the problems in the professional development of native Chinese teachers is that they are basically non-Chinese majors, the time for systematic learning Chinese is relatively short, there is no uniform standard for their professional ability, and they do not have a strong sense of identity towards Chinese culture. Therefore, local Chinese teachers themselves should improve their knowledge and language skills of Chinese language, establish the concept of lifelong learning, and strengthen the exchange of peer experience with reference to teachers' standards. At the same time, we should enhance our cultural identity and fully understand the close relationship between culture and language; we should also enhance our awareness of self-professional development, carry out teaching research and improve teaching reflection; of course, Chinese training institutions should strengthen teachers' pre-service education, perfect follow-up training, actively guide them to establish correct teaching and development concepts. Schools offering Chinese language courses should vigorously support the teaching of Chinese. The relevant education departments can help to build a teacher community, build a mutual platform for teachers' professional development, and improve the evaluation system of teachers' management. Link evaluation results to salary packages.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3

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