对外汉语教师实践性知识的个案研究  

A Case Study of the Practical Knowledge of TCFL Teachers

作　　者：江新[1] 郝丽霞[2] 

机构地区：[1]北京语言大学对外汉语研究中心 [2]重庆师范大学国际汉语文化学院

出　　处：《世界汉语教学》2010年第3期394-405,共12页Chinese Teaching in the World

基　　金：教育部人文社会科学重点研究基地重大项目(项目号2009JJD740004);北京市哲学社会科学"十一五"规划项目(项目号06BaJY021)的支持

摘　　要：本文对4名对外汉语教师的实践性知识进行个案研究。首先采用刺激性回忆报告收集教师在实际课堂教学中的思想资料,通过对资料所反映的教学思想进行分类和分析,发现:汉语教师在课堂上运用的各类教学思想中,"语言处理""关于学生的知识""注意学生的反应和行为""做出决策""检查教学过程""评估学生的进展"和"观念"等7类教学思想占主导地位;新手教师报告"语言处理""自我批评"和"是否为计划好的行动"这3类思想的频率高于熟手教师,报告"观念""关于学生的知识""过去的经验"这3类思想的频率低于熟手教师。文章最后讨论了研究结果对于汉语教师培训的启发。The present study examines the practical knowledge of TCFL （teaching Chinese as a foreign language） teachers. In this case study, stimulus-recalling method was employed to obtain the reports from 4 TCFL teachers with different amounts of teaching experience. The results showed that ： 1 ） The following 7 categories of pedagogical thoughts were reported more frequently than others and were the dominant categories： language management, knowledge about the students, notice of students＇ responses and behaviors, making decisions, check on teaching process, progress review and beliefs; 2） The categories of and planned action were reported more frequently by novice language management, self-criticism teachers than by experienced teachers, while those of beliefs, knowledge about the students and past experience were less frequently reported by the novice than the experienced. The implication of the results of this study to the training of TCFL teachers was discussed in the last part.

关 键 词：对外汉语教师 实践性知识 教学思想类型 新手 熟手 

分 类 号：H195[语言文字—汉语]