新课程改革背景下新疆民族中小学汉语教师教学能力调查研究

An Investigation of the Teaching Ability of Chinese Teachers at Ethnic Primary and Middle Schools in Xinjiang under the New Curriculum Reform

本研究通过问卷法、访谈法、座谈以及听课,将量化统计和定性分析相结合,对乌鲁木齐市和喀什地区131名汉语教师的教学能力从汉语表达、教学设计、教学实施、教学反思和教学评价五个方面进行了调查。结果显示:(1)汉语教师的汉语水平有所提升,但综合运用汉语的能力仍需加强;(2)教学设计能关注学生的学习方式,但多注重知识与技能目标,忽视过程与方法、情感态度与价值观目标;(3)在教学实施中教学活动有所增加,但真正让学生参与、实践和体验的内容相对较少;(4)教学反思意识不强、方式单一;(5)教学评价方式仍以终结性评价为主。因此,应采取外部培训与内在学习相结合,提高汉语教师的语言表达能力;教师应根据学生特点和教学内容调整和完善教学目标;应提供给学生最大化学习机会;应积极掌握教学反思的内容与方式;教师教学评价能力提升与教育主管部门和学校教学评价改革应紧密结合,以加强汉语教师的专业素养,提高基础教育阶段少数民族汉语课程质量。

An investigation was carried out among 131 Chinese teachers at ethnic primary and middle schools in Urumqi and Kashgar Prefecture by using methods of questionnaire,interview,informal discussion meeting,sitting in on a class,quantitative statistics and qualitative analysis to find out their teaching ability in five aspects of Chinese expression,teaching design,teaching practice,teaching reflection and teaching assessment. The results show that 1） their Chinese teaching level has been improved, while their comprehensive ability to use Chinese should be enhanced; 2） their teaching designs reflect some concern on students＇ learning methods,but with more concern on knowledge and skill and less concern on process,method,emotional attitude and value goals; 3） though teaching activities have been increased in teaching practice,still there are not enough teaching contents for students to participate and experience; 4） Chinese teachers are weak in teaching reflection consciousness and lacking teaching methods; and 5） teaching assessments are still mainly summative. Therefore,in order to uplift the Chinese teaching quality for ethnic elementary education,suggestions are proposed that external training and internal study should be combined to improve Chinese teachers ＇ language expression ability; teaching goals should be adjusted and optimized according to students ＇ characteristics and teaching contents; maximized learning opportunities should be provided for students; teachers should actively master the content and method of teaching reflection; and the improvement of teachers＇ teaching assessment ability should be combined with the teaching assessment reform conducted by education authorities and school.