愉快教育理念与新西兰中小学多元文化汉语课堂  

Happiness-based Pedagogy and Multi-cultural Chinese Classes in Primary and Secondary Schools of New Zealand

作　　者：宋晨 蔺雅芝 郑冰清 朱志平[1] SONG Chen;LIN Yazhi;ZHENG Bingqing;ZHU Zhiping(Chinese Language & Culture College,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学汉语文化学院,北京400875

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2021年第1期1-12,共12页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

基　　金：北京市社会科学基金重大项目《国际少儿汉语通用能力标准研究》(17ZDA10)的资助。

摘　　要：新西兰崇尚“愉快教育”,倡导“以学生为中心”,加之学生的多民族构成,使得汉语课堂中的学生问题行为以及课堂管理问题尤为突出。本文结合志愿者教师的教学日志、课堂观察笔记与教学实验,讨论了愉快教育理念影响下的多元文化汉语课堂中学生的问题行为以及判定问题行为的不同文化视角,并且探讨了相应的管理模式。针对新西兰多元文化课堂本文提出3种管理模式:行为契约式、合作竞争式、主体-互动式,并重点介绍了行为契约式管理模式的操作程式。New Zealand advocates“happy education”and“student-centered”approach.Due to the multi-ethnic composition of the students in New Zealand,the behavioral problems of the students and classroom management problems in Chinese classroom are particularly prominent.This article discusses the multi-cultural Chinese classroom management model under the influence of the happy-education concept with an analysis of the teaching logs,classroom observation notes and teaching experiments of volunteer teachers,and concludes that,on the one hand,Mandarin teachers should strengthen the relationship with local teachers,make better use of each other's advantages,and improve the effectiveness of classroom management.On the other hand,they also need to master effective classroom management skills.For this purpose,this study proposes three management models:the behavioral contract model,the cooperative competition model and the subject-interactive model,and focuses on the operative procedures of the first model.

关 键 词：新西兰中小学 愉快教育 多元文化 学生问题行为 课堂管理模式 

分 类 号：H195[语言文字—汉语]