我国高中日语教师发展情况调查报告(2022—2023年)  

A Survey Report on the Development of High School Japanese Teachers in China(2022-2023)

作　　者：王琪[1] WANG Qi

机构地区：[1]哈尔滨师范大学东语学院,黑龙江哈尔滨150025

出　　处：《东北亚外语研究》2024年第2期72-83,共12页Foreign Language Research in Northeast Asia

基　　金：国家社会科学基金一般项目“大学与高中日语课程层级化衔接研究”(21BYY193);2021—2024教育部基础教育外语教学指导委员重点课题“基础教育阶段日语新课程的建设与实施情况调查研究”的阶段性成果。

摘　　要：为了促使我国高中日语教师改变从“基于经验”向“数据驱动”转变,探明我国高中日语课程改革中教师发展的现实问题,针对我国26个省、自治区、直辖市的195个城市(县、区)671所中学的1 028名教师展开调查,得出结论:我国高中日语教师多分布在中小城市或县的普通中学;教龄短、学历不高、无职称教师占比最高;多数教师有日语专业学历,但缺少师范教育经历;教师跨班、跨级授课较为普遍,教学工作量大;教师在心理学、教育技术、教育学方面的职业素养不足,职业发展缺少长远目标,且内生动力不足;各级各部门需要加大对高中日语教师的职后培养,保证教育教学质量和效果。In order to promote the transformation of high school Japanese teachers in China from“experience-based”to“data-driven”,and to explore the practical problems of teacher development in the reform of high school Japanese curriculum in China,a survey was conducted on 1028 teachers from 671 middle schools in 195 cities(counties and districts)in 26 provinces,autonomous regions and municipalities directly under the central government and the following conclusion was drawn:most of high school Japanese teachers in China are distributed in ordinary high schools in small and mediumsized cities or counties;teachers with short teaching experience,low academic qualifications,and no professional titles account for the highest proportion;most teachers have Japanese professional qualifications,but lack experience in normal education;teachers teaching across classes and levels are relatively common,and the teaching workload is heavy;teachers’professional quality in psychology,educational technology,and pedagogy is insufficient,and their career development lacks long-term goals,and their endogenous motivation is insufficient;all levels and departments need to increase the post-service training of high school Japanese teachers to ensure the quality and effectiveness of education and teaching.

关 键 词：高中日语课程 日语教师 教师发展 调查报告 

分 类 号：G0[文化科学]