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本文翔实记录了笔者使用行为研究法对自己逾二十年的海外汉语教学进行反思、观察和研究的心得。本文开篇引用的三个真人真实经历,足以说明,笔者的心得在对外汉语教学从业人员内具有相当的普遍性,所以也有一定的启发意义。中西方教学传统和方法不同:我们的教学及课堂活动偏重于教师的角色和作用,而当代国际特别是西方的教学更关注学生的主导作用。这种差异,导致对外汉语教师必然要面对多重挑战。我通过行为研究法对个人经验进行了分析和提炼,总结出其中六重主要的挑战,分别是:对教师身份及其角色的再认识、教学内容之更新、教学法从教师中心到学生中心的转变、个性化教育、教师的自我特别是现代技术方面的终身教育和教师威信的重建。在此基础上,笔者提出,世界变了,时代变了,环境变了,学生变了,诸多变化给汉语教师提出各种挑战。
This article fully records the author’s experience of using behavioral research methods to reflect, observe and study his own overseas Chinese teaching over 20 years. The true experiences of the three real people quoted at the beginning of this article can fully demonstrate that the author’s experience is quite universal within the teaching staff of Chinese as a foreign language, so it is also of some enlightenment significance. Chinese and Western teaching tradition and methods are different: our teaching and classroom activities are more emphasis on the role and role of teachers, and contemporary international teaching especially in the West is more concerned about the leading role of students. This difference has led to the inevitable confrontation of multiple challenges for TCFL teachers. I analyzed and refined my personal experiences through behavioral research and summarized six main challenges: the re-understanding of teachers’ identity and their role, the updating of teaching contents, the teaching method from teacher’s center to student center Change, personalized education, teacher’s self, especially the lifelong education of modern technology and the reconstruction of teachers’ prestige. On this basis, the author proposes that the world has changed, the times have changed, the environment has changed, the students have changed, and many changes have posed various challenges to Chinese teachers.