对外汉语实习教师职业认同发展现状研究

发布时间：2019-04-23 14:29

【摘要】： 随着全世界学习汉语人数的不断增加,国内外对对汉语教师的需求量也相应扩大。经过了不到30年的发展,我国对外汉语教师培养已经形成了一定的规模,进入了迅猛发展的阶段,越来越多的人加入到了对外汉语教师的队伍中来。然而一个值得我们注意的现象是:在结束了对外汉语专业课程的学习和一段时间的教育实习后,有相当一部分学生在毕业后并没有选择对外汉语教师作为自己的职业;而真正的对外汉语教师队伍中,又有相当一部分教师并非对外汉语专业出身。这种情况不仅是国家教育资源的浪费和个人教育投资的失败,更是对外汉语事业发展的一个巨大损失。影响职业发展的很大因素在于能否形成较好的职业认同。造成对外汉语教师大量流失的一个重要原因就是,在学习和教育实习的过程中,对外汉语教师职业认同的形成并不顺利。由于教学内容和教学对象的特殊性,对外汉语教师与国内其它教师相比需要面临更多方面的冲击,而克服这些冲击对于对外汉语实习教师而言就显得更为艰难。在缺乏职业引导和关怀的情况下,一个对外汉语事业的新人之前建立起来的过于理想的职业设想就可能会被现实中遇到的困难击碎,从而不能形成良好的职业认同。因此,对外汉语实习教师的职业认同发展问题是值得我们关注的。作为一份教师研究,本论文将对两个对外汉语实习教师群体的职业认同现状进行分析:1、借助解释现象学对“生活世界”的描写和解释方式,以北京语言大学8名研究生在韩国一年的对外汉语教育实习经历中的特殊感受、个别事件以及事后的访谈为资料,对其在职业认同形成过程遇到的冲突和矛盾进行解读;2、以问卷的形式调查北京语言大学68名有国内教育实习经历的对外汉语专业研究生的职业认同发展情况,并对由问卷了解到的职业认同现状进行剖析。通过两部分的整合,我们将归纳出影响对外汉语实习教师职业认同的五个主要原因:角色冲突,个人(主观)需求与社会(客观)需求的差异,个人职业描绘与实际状况之间的落差,对外汉语教师专业化程度问题以及积极的自我反思的缺乏。针对这些原因,论文最后从四个方面给出了建议,以期能帮助对外汉语实习教师顺利地建立起职业认同。
[Abstract]:With the increasing number of Chinese teachers all over the world, the demand for Chinese teachers at home and abroad has expanded accordingly. After less than 30 years of development, the training of Chinese teachers as a foreign language has formed a certain scale, entered the stage of rapid development, and more people joined the ranks of Chinese teachers as a foreign language. However, a phenomenon worthy of our attention is: after the completion of the course of Chinese as a foreign language major and a period of educational practice, a considerable number of students did not choose Chinese as a foreign language teacher as their profession after graduation; There are quite a few teachers who are not specialized in Chinese as a foreign language in the teaching team of Chinese as a foreign language. This situation is not only a waste of national educational resources and a failure of individual investment in education, but also a huge loss in the development of Chinese as a foreign language. The major factor affecting career development lies in the formation of a better career identity. One of the important reasons for the loss of TCFL teachers is that the formation of professional identity of TCFL teachers is not smooth in the process of learning and educational practice. Due to the particularity of teaching contents and teaching objects, teachers of Chinese as a foreign language have to face more shocks than other teachers in China, and it is more difficult for teachers to practice Chinese as a foreign language to overcome these shocks. In the absence of professional guidance and care, an over-ideal career vision set up by a newcomer in Chinese as a foreign language may be crushed by the difficulties encountered in reality, thus failing to form a good professional identity. Therefore, the development of professional identity of TCFL teachers is worthy of our attention. As a teacher study, this paper will analyze the status quo of professional identity of two groups of TCFL intern teachers: 1, with the help of interpretive phenomenology to describe and explain the "world of life"; Based on the special feelings, individual events and after-the-event interviews of 8 graduate students from Beijing language University in South Korea during their one-year experience in teaching Chinese as a foreign language, this paper interprets the conflicts and contradictions encountered in the formation of professional identity. 2. A questionnaire was used to investigate the development of professional identity of 68 graduates majoring in Chinese as a foreign language in Beijing language University, and the status quo of professional identity was analyzed. Through the integration of the two parts, we will sum up the five main reasons that affect the professional identity of the trainee teachers of Chinese as a foreign language: the conflict of roles, the difference between the individual (subjective) demand and the social (objective) demand. The difference between personal professional description and actual situation, the problem of professionalization of Chinese teachers as a foreign language and the lack of positive self-reflection. In view of these reasons, the paper finally gives some suggestions from four aspects in order to help TCFL practice teachers to establish their professional identity smoothly.
【学位授予单位】：北京语言大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：H195

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