“双师”型混合同步教学模式的重塑与检验--以新西兰网络中文课堂为例

Reshaping and Validation the"Dual-teacher"Hybrid Synchronous Teaching Mode:A Case Study of Online Chinese Class in New Zealand

在数字化转型背景下,远程国际中文教学规模日益扩大,但截至目前,教学效果并不理想。已有研究证实,“双师”型课堂有助于提升教学效果,但未聚焦国际中文教育领域,无法为远程中文教师提供必要指导。鉴于此,文章借鉴活动系统交互三角模型理论重塑了“双师”型混合同步教学模式,并通过问卷调查、课堂观察、半结构性访谈对该模式的实施效果进行了检验。研究发现:“双师”型混合同步教学模式能够取得积极效果,赢得师生普遍认同。此外,在该模式下,线上教师、线下教师、学生协同解决层级矛盾,为实现预期教学目标提供保障。文章提出的“双师”型混合同步教学模式能够助力构建“双师”平等体系、优化平衡“双师”工作模式,并为提升“双师”问题意识提供借鉴与参考。

In the context of digital transformation,the scale of distance international Chinese language teaching has been expanding rapidly,yet the teaching effect is not satisfactory up to now.Studies have confirmed that"dual-teacher"classrooms can help improve teaching effectiveness,but they have not focused on the field of international Chinese language education and cannot provide necessary guidance for distance Chinese language teachers.In view of this,this paper drew on the interactive triangle model of activity system to reshape the"dual-teacher"hybrid synchronous teaching model,and tested the implementation effect of this model through questionnaire,classroom observations,and semi-structured interview.It is found that the"dual-teacher"hybrid synchronous teaching model can achieve positive results and gain widespread recognition from teachers and students.In addition,under this model,online and offline teachers work together with students to solve hierarchical conflicts,providing a guarantee for the realization of expected teaching goals.The"dual-teacher"hybrid synchronous teaching model proposed in this paper can help build a"dual-teacher"equal system,optimize and balance the"dual-teacher"working mode,and provide reference for improving the"dual-teacher"problem awareness.