汉语国际教育硕士的胜任特征研究
发布时间：2019-01-29 01:15
【摘要】：胜任特征的研究起源于20世纪70年代，目前已被广泛应用于管理学界和心理学界。过去几十年里，胜任特征的研究对象一般主要集中于企业的中高层管理者，而很少应用于对外汉语教学领域，加上汉语国际教育是对外汉语教学领域中新兴的专业，胜任特征在汉语教育中的应用则更为少见。 本研究借鉴胜任特质理论及方法，通过对北京大学对外汉语教育学院7名汉语国际教育硕士研究生进行行为事件访谈（BEI)和课堂观察，在此基础上对这些结果进行主题分析，并运用NvivoS对材料进行编码，，最后对不同组别汉语国际教育硕士的胜任特征进行差异比较和聚类分析，构建了汉语国际教育硕士的鉴别性胜任特征模型。汉语国际教育硕士鉴别性胜任特征包括成就导向、帮助与培养他人、创新、弹性与应变、冲击与影响、概念式思考、自我学习和发展、主动性、语言能力、幽默、自信、跨文化交际意识和能力共12项特征。鉴别性胜任特征模型可以为汉语国际教育硕士的选拔、培养及职业发展提供参考，也可用于制定评优和奖励标准。
[Abstract]:The study of competency originated in the 1970s and has been widely used in the field of management and psychology. In the past few decades, the subjects of competence research have been mainly concentrated on the middle and senior managers of enterprises, but rarely applied in the field of teaching Chinese as a foreign language, and the international education of Chinese as a foreign language is an emerging specialty in the field of teaching Chinese as a foreign language. The application of competency in Chinese education is even rarer. This study draws lessons from competency theory and methods, and carries out a thematic analysis of these results by interviewing 7 graduate students of international Chinese language education in Peking University with (BEI) and classroom observation. Finally, the difference and cluster analysis of the competency of different groups of masters of international Chinese education are compared and cluster analysis, and the model of differential competency of Chinese international education master is constructed. The distinguishing competencies of Master of International Education in Chinese include Achievement orientation, helping and developing others, Innovation, flexibility and adaptability, impact and influence, Conceptual thinking, Self-learning and Development, Initiative, language ability, humor, Self-confidence, etc. There are 12 characteristics of cross-cultural communication consciousness and competence. The discriminative competency model can provide a reference for the selection, training and career development of masters in Chinese international education, and can also be used to formulate criteria for evaluation and reward.
【学位授予单位】：北京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G643;H195
本文编号：2417497
[Abstract]:The study of competency originated in the 1970s and has been widely used in the field of management and psychology. In the past few decades, the subjects of competence research have been mainly concentrated on the middle and senior managers of enterprises, but rarely applied in the field of teaching Chinese as a foreign language, and the international education of Chinese as a foreign language is an emerging specialty in the field of teaching Chinese as a foreign language. The application of competency in Chinese education is even rarer. This study draws lessons from competency theory and methods, and carries out a thematic analysis of these results by interviewing 7 graduate students of international Chinese language education in Peking University with (BEI) and classroom observation. Finally, the difference and cluster analysis of the competency of different groups of masters of international Chinese education are compared and cluster analysis, and the model of differential competency of Chinese international education master is constructed. The distinguishing competencies of Master of International Education in Chinese include Achievement orientation, helping and developing others, Innovation, flexibility and adaptability, impact and influence, Conceptual thinking, Self-learning and Development, Initiative, language ability, humor, Self-confidence, etc. There are 12 characteristics of cross-cultural communication consciousness and competence. The discriminative competency model can provide a reference for the selection, training and career development of masters in Chinese international education, and can also be used to formulate criteria for evaluation and reward.
【学位授予单位】：北京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G643;H195
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