自主性教师培养模式的研发与实验:PETALS第二语言教师培训模式示例

A Development of Self Directed Teacher Training Model based on Constructivism——The PETALS Teacher Training Model

随着世界掀起汉语学习热潮,汉语作为第二语言的教师培训需要激增;但是,汉语教师的培训效度却也备受关注。于此,本文提出了基于建构主义下的PETALS第二语言教师培训模式,该模式以21世纪最新教师培养理论为依据,采用程序教学法,融合鹰架法、显性教学法,结合第二语言教学模式,以注重培养教师的第二语言课堂教学意识以及实际课堂教学能力。在一个为期60小时的短期课程中,教师通过以反思为主的评量性学习法(Assessment for Learning)(课前、课中、课后反思与评量)和责任逐渐转移模式(The Gradual Release of Responsibility Model)来同步培养学员的认知与元认知能力:一、第二语技能教学的概念与相关方法,包括听、说、读、写四种语言能力的培养;二、第二语言技能教学的意识、策略与监控能力(Self Regulating)。质性研究数据显示该培训模式能有效地唤醒教师的第二语言课堂教学意识、有效培养教师的自主性教学设计能力。

There has been a significant increase Chinese Language in recent years. Thus, there nese as a Second Language around the world. in the inclination and is a growing demand trend of embracing and learning the for Chinese teachers teaching Chi- However, the issue of the effectiveness of many teacher-training programs has also been a topic of great concern. This Paper presents the PETALS Teacher Training Model based on Constructivism, a new amateur teacher training model adapting the Process plicit Approach. This model aims to foster classroom Learning Approach, Scaffolding Approach and Ex- teaching awareness in novice teachers along with les- son planning abilities. The content of the 60-hours course includes training on both cognitive and meta cognitive levels. Beginner teachers are trained to teach Chinese language skills, namely listening, speak- ing, reading and writing skills by adapting the Assessment for Learning approach, the Gradual Release of Responsibility Model through a pre training, on training and post training serf-reflecting and serf-regula- ting procedural learning process. Research findings has shown that the PETALS teacher training Model is effective and therefore can be used as an example for teacher training model in teaching Chinese as a sec- ond language