新时代外派国际中文教师身份认同状况调查——以英国外派国际中文教师为例  

Research on the Status Quo of International Chinese Teachers’ Identity in the New Era:Case Study on International Chinese Teachers Dispatched to UK

作　　者：冯凌宇[1] 王萍丽[1] 胡梦怡 FENG Ling-yu;WANG Ping-li;HU Meng-yi(College of International Education,Minzu University of China,Beijing 100081)

机构地区：[1]中央民族大学国际教育学院,北京100081

出　　处：《民族教育研究》2022年第3期169-176,共8页Journal of Research on Education for Ethnic Minorities

基　　金：2017年国家社会科学基金重大项目“汉语国际传播动态数据库建设及发展监测研究”(项目编号:17ZDA306);2021年国际中文教育研究课题重点项目资助“基于《国际中文教育中文水平等级标准》的汉语词汇认知及其教学策略研究”(项目编号:21YH13B)的阶段性成果。

摘　　要：加强国际中文教师队伍建设是大力提升中文国际地位和影响力的重要路径之一。教师是教育教学的核心要素。如果教师的自我发展包括其内在身份认同状况良好,就能促使其在工作中发挥主观能动性,进而获得更好的教育教学效果。英国的外派国际中文教师包括公派教师和志愿者教师两类。应用问卷调查法和访谈法,从5个维度/10个因子对英国外派国际中文教师职业发展状况进行调查。调查发现,总体上,英国的外派国际中文教师职业身份认同感不够高,而公派教师个人职业身份认同感强于志愿者教师;各影响因子中,职业行为倾向、组织支持感和本地文化与教师总体身份认同高度相关。基于此,从加强外部保障支持、构建良好的外在身份认同环境和提高职业关键素养、促进主体内在身份认同修为两个方面提出促进外派国际中文教师职业身份认同感的具体建议。Strengthening the construction of international Chinese teachers is one of the important ways to enhance the international status and influence of Chinese language. Teachers are the core elements of education and teaching, and teachers’ self-development including their internal self-identity is in good condition, and can promote their subjective initiative in the work, and then get better education and teaching effects. International Chinese teachers dispatched to the UK include two types, which are public teachers and volunteer teachers. Questionnaire method and interview method were adopted to investigate the career development of international Chinese teachers in the UK from five dimensions/10 factors. The survey found that, in general, the sense of professional identity of international Chinese teachers in the UK is not sufficient enough, while the sense of professional identity of public teachers is better than that of volunteer teachers. Among all influence factors, the professional behavior tendency, the sense of organizational support and the local culture were highly correlated with the overall teacher’s sense of identity. To address this issue, the article makes detailed suggestions to promote the professional identity of the dispatched international Chinese teachers from two aspects: strengthening the external support, building a good external identity environment, improving the key professional quality, and promoting the internal identity cultivation of the subject.

关 键 词：新时代 外派国际中文教师 身份认同 

分 类 号：H195[语言文字—汉语]