本文選題：美國(guó)高中漢語(yǔ)教學(xué)　切入點(diǎn)：課堂管理　出處：《中央民族大學(xué)》2017年碩士論文

【摘要】：語(yǔ)言是文化的載體,推動(dòng)國(guó)際漢語(yǔ)教學(xué)事業(yè)在全球的發(fā)展意義重大。美國(guó)作為海外漢語(yǔ)教學(xué)的前沿陣地,近年來(lái)越來(lái)越多的中小學(xué)開(kāi)始開(kāi)設(shè)漢語(yǔ)課,而在美國(guó)漢語(yǔ)教學(xué)過(guò)程中,很多教師反映課堂管理問(wèn)題是他們遇到的最大的難題。高中是人生中承上啟下的關(guān)鍵階段,一位青年的基礎(chǔ)教育到此結(jié)束,而以往的研究中對(duì)這一階段鮮少涉及,故筆者將視角鎖定在美國(guó)高中。通過(guò)對(duì)美國(guó)高中漢語(yǔ)教師管理行為的研究,揭示出美國(guó)高中學(xué)生常見(jiàn)的外向型問(wèn)題行為類(lèi)型,以及教師對(duì)每一類(lèi)問(wèn)題行為的管理方式。希望能夠?qū)τ兄救ッ绹?guó)教漢語(yǔ)的同行們一些借鑒和啟發(fā)。本研究綜合運(yùn)用了多種研究方法,首先通過(guò)文獻(xiàn)研究法了解關(guān)于課堂管理的相關(guān)研究動(dòng)態(tài),之后采用問(wèn)卷調(diào)查法和訪談法,通過(guò)對(duì)三十多名美國(guó)高中教師進(jìn)行問(wèn)卷調(diào)查以及對(duì)部分教師進(jìn)行訪談,收集到了七種較為典型的美國(guó)高中漢語(yǔ)課堂外向型問(wèn)題行為,教師針對(duì)每一類(lèi)問(wèn)題行為的歸因分析及管理方式,最后采用案例分析法,針對(duì)七類(lèi)問(wèn)題行為從案例來(lái)源、教師背景、案例描述及原因分析、教師處理方式和處理有效性出發(fā),進(jìn)行具體分析并得出一些啟發(fā)。本研究主要包括以下幾方面內(nèi)容:首先是美國(guó)高中漢語(yǔ)課堂問(wèn)題行為及原因分析。這部分主要結(jié)合問(wèn)卷調(diào)查數(shù)據(jù)和教師訪談,歸納出七類(lèi)問(wèn)題行為,主要分為學(xué)生個(gè)體和學(xué)生之間的外向型問(wèn)題行為。之后對(duì)這兩大類(lèi)問(wèn)題行為的原因進(jìn)行分析,教師的管理方式進(jìn)行分析。其次是對(duì)各類(lèi)問(wèn)題行為的案例分析。案例從來(lái)源、教師背景、案例描述、教師處理方式以及處理的有效性五個(gè)方面進(jìn)行描述,并在此基礎(chǔ)上進(jìn)行分析,得出一些啟示。最后,在前兩部分內(nèi)容研究基礎(chǔ)上,研究者提出了提高美國(guó)高中課堂管理效果的一些建議。建議主要針對(duì)漢辦派出教師和美國(guó)學(xué)校及漢辦方面:從漢辦派出教師角度,研究者提出派出教師應(yīng)盡可能多地了解美國(guó)教育制度,在課堂管理上采取有效地預(yù)防措施,合理開(kāi)展課堂活動(dòng)可以減少學(xué)生的問(wèn)題行為,因而需要教師在備課時(shí)進(jìn)行仔細(xì)地設(shè)計(jì);從美國(guó)學(xué)校和漢辦方面,研究者提出美國(guó)學(xué)�？梢远ㄆ陂_(kāi)展關(guān)于課堂管理技巧的培訓(xùn),并提供課堂觀摩的機(jī)會(huì),另外研究者建議漢辦在外派教師赴任前的培訓(xùn)中,應(yīng)加強(qiáng)針對(duì)赴任國(guó)的課堂管理知識(shí)的培訓(xùn),建立和完善新、老外派教師的銜接機(jī)制也尤為重要。
[Abstract]:Language is the carrier of culture, and it is of great significance to promote the development of international Chinese teaching in the world. As the forefront of overseas Chinese teaching, in recent years, more and more middle and primary schools in the United States have begun to offer Chinese courses, but in the process of Chinese teaching in the United States, Many teachers report that classroom management is the biggest problem they encounter. High school is a crucial stage in life, where a young person's basic education ends, which has rarely been touched upon in previous studies. Therefore, the author focuses on American high school. Through the research of Chinese teacher management behavior in American high school, the author reveals the common extroverted problem behavior type of American high school students. And how teachers manage each kind of problem behavior. It is hoped that it can be used as a reference and inspiration for those who are interested in teaching Chinese in the United States. First, through literature research to understand the relevant research trends about classroom management, then using questionnaire and interviews, through more than 30 high school teachers in the United States questionnaire survey and interviews with some teachers. This paper collects seven typical extroverted problem behaviors in Chinese classroom in American senior high school. The attribution analysis and management methods of each kind of problem behaviors are analyzed. Finally, the case analysis method is used to analyze the seven types of problem behaviors from the source of cases. Teachers' background, case description and cause analysis, teachers' treatment and effectiveness, This research mainly includes the following aspects: firstly, the behavior and causes of Chinese classroom problems in American senior high school are analyzed. This part mainly combines questionnaire data and teacher interviews. Seven types of problem behaviors are summarized, which are mainly divided into extroverted problem behaviors between individual students and students. Then, the causes of these two kinds of problem behaviors are analyzed. The second part is the case study of all kinds of problem behaviors. The cases are described from five aspects: source, teacher background, case description, teacher treatment and the effectiveness of treatment. Based on the analysis, some revelations are obtained. Finally, on the basis of the first two parts of the research, The researchers put forward some suggestions to improve the effectiveness of classroom management in high schools in the United States. The suggestions are mainly aimed at the teachers sent by the Chinese government, American schools and the Chinese government: from the perspective of sending teachers from the Chinese high school, The researchers suggest that teachers should learn as much as possible about the American educational system, take effective preventive measures in classroom management, and reasonably carry out classroom activities to reduce students' problem behavior. Therefore, teachers are required to design carefully when preparing lessons; from the perspective of American schools and Chinese schools, researchers suggest that American schools can regularly conduct training on classroom management skills and provide opportunities for classroom observation. In addition, the researcher suggests that in the training of expatriate teachers, we should strengthen the training of classroom management knowledge, establish and perfect the new, and the linking mechanism of the old and the foreign teachers is particularly important.
【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】：2017
【分類(lèi)號(hào)】：G633.3

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