学生视角的远程汉语教师特质结构模型研究

The Study on Structural Model of Distance Chinese Teachers' Traits from the Students' Perspective

随着世界各地汉语学习需求的增长,将远程教育形式应用于汉语国际教育中,是帮助汉语国际教育走出师资缺乏困境的一条可能的解决途径。但是实施远程汉语国际教育的教师具备何种特质?从学生视角来看,其结构是否具有特殊性呢?基于已有的文献,我们初步构建了由8个能力要素(假设因子)及相应指标构成的远程汉语教师特质结构假设模型,并在利用结构方程建模分析(Mplus)对假设模型进行反复修正的基础上,归纳形成了一个学生视角的,由初级、中级和高级能力要素耦合而成的远程汉语国际教育教师特质结构理论模型。在模型中,新手教师首先需要具备专业技能、文化素养、IT技能等初级能力要素,解决网上生存适应性问题;然后进入关注网上课程设计与教学活动组织阶段,具备教学技能、组织管理能力、视频语言表达技巧等中级能力要素;最后,掌握情感能力和交互引导技能等高级能力要素,成为能满足学生个性化需求的专家教师。这一模型具有重要的理论价值与实践意义,为探索远程教师能力构成提供新的视角与分析框架,也为远程汉语学习支持服务的开展提供参考。

With the growing demand for Chinese learning all around the world,teaching Chinese to speakers of other Languages(TCSOL)in the form of distance learning is a possible way to solve the lack of TCSOL teachers.However,what are the traits that TCSOL teachers should be equipped with?Is there any particularity existing in its structure from the perspective of students?Based on related literature,we initially build a hypothesized model of the structure of TCSOL teachers’traits,which consists of 8 capacity elements(assumed factors)and their corresponding indicators.And,after iterative modification of the hypothesized model by using structure equation modeling analysis(Mplus),we formed a theoretical model of the structure of TCSOL teachers’traits with the coupling of primary,intermediate and advanced capabilities from the perspective of students.In this model,novice teachers are required to possess primary capabilities including professional skills,culture literacy and informational technology skills to adapt to the online environment;intermediate capabilities including teaching skills,organization and management ability and video expression skills in the phase of online course design and teaching activities organization;and advanced capabilities including emotional ability and skills of guiding interaction to become a professional teacher who can meet the individualized needs of students.This model has both theoretical and practical significance,which can not only provide new perspectives and analysis framework for exploring distance teachers’ability,but also an reference for the implementation of distance Chinese learning support service.