国际中文课堂合作学习的教师角色研究  

A Research on the Roles of Teachers in Cooperative Learning of International Chinese Classroom

作　　者：刘路[1] 刘元满[2] LIU Lu;LIU Yuanman

机构地区：[1]北京体育大学人文学院国际文化系,北京100084 [2]北京大学对外汉语教育学院,北京100871

出　　处：《天津师范大学学报（社会科学版）》2022年第3期40-48,共9页Journal of Tianjin Normal University(Social Science)

基　　金：教育部人文社会科学研究青年基金项目(20YJC740034);中央高校基本科研业务费专项资金资助课题(2019QD010)。

摘　　要：围绕国际中文课堂合作学习的教师角色开展实证研究,数据源自7位教师46课时的课堂观察,以及对这些教师和13位不同国籍的留学生访谈。课堂合作学习过程中教师角色可分为引导者、监控者、协调者、评估者,具有阶段性表现。引导者是全程性的教师角色,监控者、协调者、评估者则表现为阶段性的教师角色。教师对活动内容的选择、组员搭配的安排、合作对话过程的监控等,都会对合作学习效果产生重要影响。教师应充分运用语言使用的合作特征,培养学生互动合作的策略,改进方法以突破合作学习局限性;将过程评价与结果评价有机结合,提升学生参与合作学习的积极性与主动性;加强教师对合作学习中教师角色的多元性理解。An empirical study was conducted on the role of teachers in international Chinese classroom cooperative learning. The data were derived from the classroom observation of 7 teachers in 46 hours and interviews with these teachers and 13 foreign students of different nationalities. In the process of classroom cooperative learning,the role of teachers can be divided into guide, monitor,coordinator and evaluator,which has phased performance. The guide is the whole process teacher role,while the monitor,coordinator and evaluator are staged teacher roles. Teachers’ choice of activity content,arrangement of group members and monitoring of cooperative dialogue process will have an important impact on the effect of cooperative learning. Teachers should make full use of the cooperative characteristics of language use,cultivate students’ interactive and cooperative strategies,improve methods to break through the limitations of cooperative learning;organically combine process evaluation and result evaluation to improve students’ enthusiasm and initiative to participate in cooperative learning;and strengthen teachers’ diversified understanding of teachers’ roles in cooperative learning.

关 键 词：国际中文教学 合作学习 教师角色 课堂互动 

分 类 号：H195.3[语言文字—汉语]