亚非国家本土中文教师专业发展现状与对策分析  

Analysis of Professional Development and Countermeasures of Chinese Language Teachers in Asian and African Countries

作　　者：杨薇[1] 郭可冉 YANG Wei;GUO Ke-ran(Office of International Programs,College of International Education and Exchange,Tianjin Normal University,Tianjin 300387;School of Humanities and Social Sciences,Beijing Institute of Technology,Beijing 102488)

机构地区：[1]天津师范大学国际交流处、国际教育交流学院,天津300387 [2]北京理工大学人文与社会科学学院,北京102488

出　　处：《民族教育研究》2022年第1期170-176,共7页Journal of Research on Education for Ethnic Minorities

基　　金：国家社会科学基金社科“学术社团主题学术活动资助项目”(项目编号:20STA014);教育部中外语言交流合作中心2021年度国际中文教育创新项目(项目编号:21YH011CX3)的阶段性成果。

摘　　要：作为国际中文教育本土化的核心力量,本土教师的专业发展不仅是教师职业专业化的过程,也是教师个体探究自我发展的过程。因此,加强本土中文教师专业发展研究是提高国际中文教育质量的重要路径。本文从教师专业发展个人因素的视角,对部分亚洲和非洲国家本土中文教师的专业发展现状进行调查,以探索性因素分析的方法分离出中文水平、教学投入度、职业认同、自我提升和学术能力等五个本土中文教师专业发展的观测维度。研究发现,本土中文教师的中文水平显著提升,整体职业认同度较高,教师的自我提升意识与教学投入度密切相关,但学术研究能力相对薄弱。针对当前存在问题,建议加强本土中文教师的系统化职后培养,促进本土教师的自我提升内驱动力,开展高水平本土教师学术研究项目,着力提高国际中文教育师资水平、加快国际中文教育的本土化进程。As the core force for the localization of international Chinese language education, the professional development of local teachers is not only a process of teachers’ professional specialization, but also a process for individual teachers to explore their self-development.Therefore, strengthening the research on the professional development of local Chinese language teachers is an important way to improve the quality of international Chinese language education. From the perspective of personal factors of teacher professional development, the article makes research on the professional development of the local Chinese language teachers in some Asian and African countries.By the method of exploratory factor analysis, the article separated five observation dimensions of the professional development of local Chinese language teachers, including Chinese level, teaching investment level, career identity, self-improvement and academic ability. The study found that the Chinese level of local Chinese language teachers has been significantly improved, and the overall professional identity is high. Teachers’ self-improvement awareness is closely related to their teaching investment, but their academic research ability is relatively weak. To address the current problems, attention should be paid to the systematic post-job training of local Chinese language teachers, promote the internal driving force of their self-improvement, and enhance their sense of achievement and sense of professional community. It is necessary to carry out high-level academic research projects for local teachers, while focusing on improving the teaching level of international Chinese language teachers, and accelerating the localization process of international Chinese language education.

关 键 词：国际中文教育 教师专业发展 本土中文教师 

分 类 号：H195[语言文字—汉语]