从准教师撰写的教案看汉语作为二语写作教案的基本要求

Basic Requirements of Teaching Plans of Chinese Writing As a Second Language Viewed from Plans by Quasi-Teachers

就准教师与专家教师编写的汉语作为二语写作教案在对教学对象、教学目标、教学导入、写作知识呈现、范文选文与教学、写作和语言基础知识、写作要求、写作过程以及作文评改上的差异等各个环节进行了对比和分析,意在探索写作教案编写和设计的规范性,以期一方面,为准教师找到差距和努力的方向,为缩短准教师的成长周期,构建培养准教师习得汉语作为二语写作教学技能的学科体系提供积极建议和真实案例;另一方面,有助于促进专家教师对汉语作为二语写作教案设计的规范性原则的提炼和反思,对提升自身理论素养有进一步帮助,对推动汉语作为二语写作教学向规范性、科学性、系统性、可操作性和预见性方向发展具有积极的促进作用。

This paper intends to compare and analyze expert-novice teaching plans in teaching object,teaching targets,knowledge presentation,model selection and impact,basic writing,language errors,writing requirements,the process of writing,and criteria on students writings,exploring the standardization of teaching plan design. We expect to,on one hand,to explore the way for quasi-teachers thus accelerating their growth,and provide advice and examples for building a system of nurturing new teachers of Chinese as a second language. And on the other hand,it can help expert teachers further standardize their teaching plan design,and promote their professional level. Thus this paper will help enhance the standardiazation,operability and predictability of teaching Chinese writing as a second language.