国际中文教师的教材观:总体特征、类型划分与发展轨迹  

Perception of Textbooks among Chinese as a Foreign Language Teachers:Characteristics,Classifications,and Developmental Trajectory

作　　者：李诺恩 葛旭蕾 梁宇 LI Nuoen;GE Xulei;LIANG Yu

机构地区：[1]香港中文大学教育学院,中国香港999077 [2]北京语言大学国际中文教育研究院,北京100083

出　　处：《语言文字应用》2025年第1期74-85,共12页Applied Linguistics

基　　金：2023年度国家社会科学基金重点项目“新时代国际中文教学资源助推中华文化对外传播创新路径研究”(23AYY026)的阶段性成果。

摘　　要：教材观对教师理解、选用、编写教材有直接影响,关乎教学效果和教材建设质量。本文基于五维框架分析了1013份问卷数据,深入考察了国际中文教师教材观的总体情况与典型特征、潜在类型以及发展轨迹。研究发现:国际中文教师的教材观表现出“语言为本、主题驱动、学生中心、因地制宜”的总体特征,可划分为“忠实型”“调适型”与“创生型”三种类型,并呈现出“忠实→创生→调适”的发展轨迹。最后,本文从教材编写与教师培养两个方面,为塑造国际中文教师的科学教材观提供了建议。The perception of textbooks has a direct impact on teachers'understanding,selection,and compilation of textbooks,as well as being closely related to the teaching effect and the quality of textbook construction.Based on the five-dimensional framework,this paper explored the overall profile,typical characteristics,potential heterogeneity,and developmental trajectory of the perception of textbooks among 1013 Chinese as a Foreign Language(CFL)teachers.The results showed that CFL teachers'perceptions of textbooks were characterized as language-based,theme-driven,student-centered,and context-adaptive.The perceptions can be divided into three types,including fidelity,adaptation,and creation,and developed from fidelity to creation and further to adaptation.Finally,this paper provides suggestions for shaping CFL teachers'scientific perceptions of textbooks from the perspectives of textbook compilation and teacher education.

关 键 词：国际中文教育 国际中文教师 国际中文教材 教材观 潜在剖面分析 

分 类 号：H195[语言文字—汉语]