国际中文教师教育研究领域与方法  

The Research Areas and Methods of International Chinese-language Teacher Education

作　　者：郭晶 王祖嫘[2] GUO Jing;WANG Zulei(Research Institute of International Chinese Language Education,Beijing Language and Culture University,Beijing 100083,China;School of Chinese Language and Literature,Beijing Foreign Studies University,Beijing 100089,China)

机构地区：[1]北京语言大学国际中文教育研究院,北京100083 [2]北京外国语大学中国语言文学学院,北京100089

出　　处：《云南师范大学学报(哲学社会科学版)》2025年第2期40-51,共12页Journal of Yunnan Normal University:Humanities and Social Sciences Edition

基　　金：国家语委“十四五”科研规划2022年度省部级重点项目(全球中文学习联盟专项)“服务全球中文学习平台的区域国别中文教育政策及市场开发策略研究”(ZDI145-42),世界汉语教学学会2024年全球中文教育主题学术活动计划项目“国际中文教师专业发展评估模型构建”(SH24Y10),北京语言大学校级项目资助(中央高校基本科研业务费专项资金)(24QN08)。

摘　　要：国际中文教师教育作为学科建设与事业发展的重要支撑系统,人才培养体系存在衔接不畅、人才供需明显脱节等问题,导致无法有效应对全球中文教育治理体系的差异化特征、精准回应学习者差异化需求。归根到底在于国际中文教师教育的理论研究滞后于实践发展。因此,亟须加强国际中文教师教育理论研究。文章对当前国际中文教师教育形成的多维度研究进行系统梳理,提出八大核心研究领域:国际中文教师专业素养能力多维评价、教师认知与专业发展解构、职前教师培养体系建构、教师培训效能评估机制、教师教育理论体系范式建构、智能教学技术研发赋能教师教育、区域国别教师教育发展战略以及师资标准研制与制度创新;同时提出三重复合方法论框架:其一,全球教育比较与整体系统思维的整合范式;其二,跨学科研究范式与工程化研究思维的协同机制;其三,在方法论实施层面,定量与质性混合研究方法的有机整合,能够有效平衡研究的客观效度与解释深度,显著提升实证研究的信度水平。三重复合法为国际中文教师教育的理论体系创新与实践范式建构提供方法论支撑与学理依据。As a crucial support system for disciplinary and career development,the personnel training system of international Chinese-language teacher education faces problems like a poor connection or obvious disconnection between supply and demand.These problems hinder the effective response to the differentiated characteristics of the governance system of the global Chinese education and the precise addressing of the learners'diverse needs.In fact,these problems stem from the lag in the theoretical research on the international Chinese-language teacher education behind its practical development,which necessitates an urgent need to strengthen the theoretical research in this field.This paper systematically reviews the current multi-dimensional research on international Chinese-language teacher education and puts forward eight core research areas including the multi-dimensional evaluation of professional literacy and competence of international Chinese-language teachers,the deconstruction of teacher cognition and professional development,the development of the pre-service teacher training system,an evaluation mechanism for teacher training effectiveness,the construction of the theoretical paradigm of teacher education,the research and development of intelligent teaching technology to empower teacher education,the regional and country-specific development strategy for teacher education,and the development of teacher standards and the institutional innovation.Additionally,the paper proposes a triple-composite methodological framework.First,it comprises the integration of the global education comparison and the holistic thinking pattern.Second,it incorporates the synergy of the interdisciplinary research paradigms and the engineering research thinking pattern.Third,it employs an organic integration of quantitative and qualitative research methods at the level of methodological implementation,which balances the objective validity and explanatory depth of the research while significantly enhancing the reliability of empirical f

关 键 词：国际中文教育 国际中文教师 教师教育 教师发展 三重复合法 

分 类 号：H195[语言文字—汉语]