基于教学过程的职前汉语教师教育课程研究

Studies of the Curriculum for CSL Teacher Education:A Teaching Process Approach

本文借鉴教师学习理论,运用质性研究方法,深入考察一门对外汉语教师教育课程的教学过程,关注教师教育者与职前汉语教师两个主体,探讨教学过程各环节对职前汉语教师学习的促进作用。研究发现,教学能力类汉语教师教育课程,应从形成良好的教学愿景、促进深入的理解与学习、提供真实的实践机会、培养专业化的反思意识等等方面促进职前汉语教师学习。本文据此勾勒出教学能力类汉语教师教育课程的教学模式为"理论储备"、"观课感悟"、"课件准备"、"教学体验"、"教学反思",五个环节依次递进,环环相扣,最终再对汉语教师教育课程进行反思。

This paper reports an empirical research and the results of the teacher education of TCSL（ teaching Chinese as a Second Language）. First,the qualitative method is used to give a thorough investigation of the whole teaching process of a course in the pre-service teacher training of TCSL. Then the teacher learning theory is used from both the perspective of the teacher educator and that of the pre-service teachers to explore the promoting effects of the teaching links in the whole teaching process. The results are as follows. In the aspect of curriculum design,the language class of TCSL should improve the learning of pre-service TCSL teachers in the following respects： forming the ideal prospect of teaching,promoting the understanding and study of Chinese language,providing chances of teaching practice,and giving impetus to teaching method research. In the aspect of the pre-service learning of the TCSL teachers,our case study shows that a comparatively feasible,new teaching model for the curriculum of the language teachers of TCSL would be one of ＂theoretical reserve＂,＂sentiment of classroom observation＂,＂courseware preparation＂,＂teaching experience＂,＂teaching reflection＂which followed by progressive.Finally,there would be a reflection on this teacher education curriculum.