摘要
本文对20名专家型和20名新手型对外汉语教师用自陈评定量表和自传性调查相结合的方法进行研究,发现专家型教师的自我教学效能感显著优于新手型教师;汉语教师的自我教学效能感来源于教学经验,包括对课堂的控制感、对教学风格的自我认同感以及对事业的积极情绪体验。我们发现国内对外汉语教师从业之初有两个难点具有跨年代的规律性,并且与教学关注点一致:一个是语言点讲解,一个是课堂组织和调动学生学习兴趣。
20 veteran TCSL teachers and 20 new TCSL teachers have been organized in a selfefficacy scale investigation and a teaching biography investigation. We find veteran teachers＇ self-efficacy are clearly higher than their counterparts. TCSL teachers＇ self-efficacy includes their abilityto control the class and teaching process, their self-confidence about their teaching style and their emotional feeling about teaching. From the biography investigation, we find that the difficulties indicated by beginner TCSL teachers are the same no matter when they begin their teaching careers. Moreover, we found that these difficulties are identical to the areas TCSL teachers have identified as ＂focus points＂.
出处
《汉语学习》
CSSCI
北大核心
2007年第2期77-82,共6页
Chinese Language Learning
基金
北京市"十五"教育科学规划青年项目"首都现代化进程中对外汉语教师专业化研究"(CHA03073)的资助
