从教师反思分析线上中文教学有效原则之应用

An Analysis of Teachers’Reflections on the Application of Effective Principles for Online Chinese Language Teaching

全球线上语言教学迅速发展,而教师如何有效进行同步在线教学仍为国际中文教学研究的新兴领域。本研究历时四年,通过107篇教师的反思日记、48篇总结及个别访谈的资料,深入剖析了美国星谈暑期教师培训项目中48位受训教师对线上有效教学原则的应用、反思与成长。研究揭示了教师对七项有效教学原则的实践情况和教学效果,阐述了教师线上教学理念发展与完善的历程。分析结果显示,教师在反向课程设计、目的语的可理解输入、创建以学生为中心的课堂等三方面的反思频次远高于其他有效教学原则。本研究最后建议,线上教学应回归到语言教学的基本面,以掌握教学目标与教学设计为首要之务。

Online language teaching has gained enormously increasing popularity and accessibility,but how to best teach online remains an under-explored area in teaching Chinese as a foreign language.The study aims to investigate the process of how Chinese language teachers apply effective principles for online synchronous teaching.It employs a triangulation approach to analyze data collected in an intensive summer teacher training program spanning over four years.A total of forty-eight teacher participants completed self-reflections during the program,summative reflections after the program,and,if needed,participated in individual interviews to substantiate data analysis and interpretation.The self-reflective process reveals a wealth of transformative experience and yields insightful and fruitful results on what and how effective principles are implemented to enhance and empower online teaching.The results indicate that teachers’reflections focus more on creating a standard-based curriculum through backward design,using the target language to provide comprehensible input,and creating a student-centered virtual class than on other effective principles.The paper stresses that curricular design and pedagogy are paramount,and technology remains secondary for online teaching.