日本的日语教师专业发展研究动态——以《日本语教育》杂志为考察对象  

The Research Progress of the Professional Development of Japanese Teachers in Japan:Taking Nihongo Kyōiku as the Research Object

作　　者：杨秀娥 Yang Xiue(Sun Yat-sen University)

机构地区：[1]中山大学外国语学院

出　　处：《日语学习与研究》2021年第4期109-117,共9页Journal of Japanese Language Study and Research

基　　金：2017年度国家社会科学基金一般项目“中国高校日语教师专业发展路径探索与模式构建研究”(项目编号:17BYY194)的阶段研究成果。项目主持人:冷丽敏。

摘　　要：本文在回顾日本的日语教师专业发展的基础上,以日本语教育学会会刊《日本语教育》为对象,收集了该刊最近40年间(1979年第37期-2019年第174期)关于教师专业发展研究的学术论文,分析了相关研究的整体趋势、研究对象、研究主题、研究范式与方法等方面的特征。分析结果显示:从论文数量来看,相关研究在该刊中表现并不十分活跃。相关研究的研究对象覆盖了"教师"的职前阶段与在职阶段,关注了非母语教师,呈现多元化特征;研究主题覆盖面广,"教师专业发展途径及其实践"为最主要研究主题;研究范式多为实证研究,其中,质性研究占实证研究的一半以上;主要研究方法为个案研究、实践案例研究、问卷调查法。With a comprehensive review of the professional development of Japanese teachers in Japan, this article takes the journal of Japanese Language Education Association named Nihongo Kyōiku as the research object. The author collected academic papers on teacher professional development research for the past 40 years of the journal(1979, Issue 37-2019, Issue174) and analyzed the characteristics of the overall trends, research objects, research topics, research paradigms and methods.The analysis results show that from the perspective of the number of papers, related research is not very active in the journal.The research objects of related research present diversified characteristics, covering the pre-service and in-service stages of teachers, paying attention to non-native Japanese-speaking teachers;research topics cover a wide range, and "teacher professional development approach and practice" is the main research theme;the research paradigm is mostly empirical research and qualitative studies consist of more than half of the empirical research. The main research methods are case study,practical study, and questionnaire survey.

关 键 词：教师专业发展 日语教师 日本语教育 期刊 研究述评 

分 类 号：G237.5[文化科学] H36[语言文字—日语]