基于教学隐喻的职前国际汉语教师转化性学习初探  

A Preliminary Study on Transformative Learning of Pre-Service International Chinese Teachers Based on Teaching Metaphor

作　　者：刘芳芳[1,2] 汲传波 LIT Fangfang;JI Chuanbo(School of Chinese Language and Literature,Beijing Foreian Studies University,Beijing 100089,China;School of Chinese as a Second Language,Peking University,Beijing 100871,China)

机构地区：[1]北京外国语大学中文学院,北京100089 [2]北京大学对外汉语教育学院,北京100871

出　　处：《河北师范大学学报（教育科学版）》2020年第1期54-58,共5页Journal of Hebei Normal University(Educational Science)

基　　金：教育部人文社会科学规划基金项目“面向第二语言教学的汉语语体语法研究”(16YJAZH021)

摘　　要：职前国际汉语教师的教学信念在经过一个学期的课程学习之后,绝大部分都有了转变,转变的结果呈现出人本主义倾向,转变的过程蕴涵了丰富的情感。教学隐喻视角的研究对职前国际汉语教师培养的启示在于:隐喻是促进职前国际汉语教师批判性反思的有效途径;要充分重视并有效利用职前国际汉语教师的先前经验;在职前国际汉语教师的培养中要探究有深度的学习内容和方式。This paper analyzes the teaching metaphor of pre-service international Chinese teachers and explores the characteristics of transformative learning based on teaching beliefs.The findings indicate that most of the respondents’teaching beliefs have been transformed after one semester of course study.The result of the transformation presents a humanistic tendency,and the process is imbued with emotions.The enlightenment of the research lies in that metaphor is an effective way to promote the critical reflection of pre-service international Chinese teachers.We should pay full attention to and make effective use of their previous experiences.It is necessary to explore in-depth learning contents and methods in the training.

关 键 词：教学隐喻 教学信念 教师教育 转化性学习 职前国际汉语教师 

分 类 号：G65[文化科学—教育学]