澳大利亚中小学汉语教师培训需求研究
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摘要
随着中国国际地位的不断提升和经济的快速发展,汉语在澳大利亚的应用越来越广泛,这对汉语教师及其培训提出了新的要求。培训需求分析是进行有效培训的重要前提,本文通过对澳大利亚维多利亚州中小学300名汉语教师的问卷调查和15名汉语教师的深度访谈,依据研究模型,系统梳理了当前澳大利亚中小学汉语教师的个人背景、培训经历、教学实践、教学能力以及它们之间的关系,并据此对澳大利亚汉语教师的培训需求提出了建议。
Given the rapidly expanding role of China in the global economy and strong connection between China and Australia,there is an ever-growing demand for learning the Chinese language in Australia.This research has constructed a research model through a questionnaire survey of 300 Chineselanguage teachers and in-depth interviews with 15Chinese-language teachers in Victoria of Australia.The findings of this research demonstrate some challenges that Chinese-language teachers face in their teaching practice.It is clear that those challenges are related to a lack of teaching competency,and there is clearly a need for training Chinese-language teachers.Teachers agree that professional competency,including Chinese-language knowledge,English proficiency,cultural awareness and understanding,pedagogical reasoning skills,and appropriate teaching materials,is very important for their practice.However,teachers also need to receive training to improve their skills in interpersonal relationship and communication,classroom management and organization as well as intercultural communication.The research finally proposes some suggestions for training Chinese-language teachers in Australia.
Given the rapidly expanding role of China in the global economy and strong connection between China and Australia,there is an ever-growing demand for learning the Chinese language in Australia.This research has constructed a research model through a questionnaire survey of 300 Chineselanguage teachers and in-depth interviews with 15Chinese-language teachers in Victoria of Australia.The findings of this research demonstrate some challenges that Chinese-language teachers face in their teaching practice.It is clear that those challenges are related to a lack of teaching competency,and there is clearly a need for training Chinese-language teachers.Teachers agree that professional competency,including Chinese-language knowledge,English proficiency,cultural awareness and understanding,pedagogical reasoning skills,and appropriate teaching materials,is very important for their practice.However,teachers also need to receive training to improve their skills in interpersonal relationship and communication,classroom management and organization as well as intercultural communication.The research finally proposes some suggestions for training Chinese-language teachers in Australia.
引文
(1)Languages Education Unit;Student Learning Outcomes Division;School Education Group(2012)Languages in Victorian Government Schools.Melbourne:Department of Education and Early Childhood Development.
(2)崔峡.澳大利亚汉语教学质量提高与本土汉语教师培训[J].云南师范大学学报(对外汉语教学与研究版),2014,(3).
(3)Steve,Denby(2010)The importance of training needs analysis.Industrial and Commercial Training,42(3),147-150.doi:10.1108/00197851011038132.
(4)杨蔓.澳大利亚华文教师研究[J].云南师范大学学报(对外汉语教学与研究版),2010,(5).
(5)崔峡.澳大利亚汉语教学质量提高与本土汉语教师培训[J].云南师范大学学报(对外汉语教学与研究版),2014,(3).
(1)Valerie von,Frank(2013)Victoria’s leading edge.Journal of Staff Development,34(3):32.
(2)Languages Education Unit;Student Learning Outcomes Division;School Education Group(2012)Languages in Victorian Government Schools.Melbourne:Department of Education and Early Childhood Development.
(3)Orton,Jane(2008)Chinese Language Education in Australian Schools.Melbourne:Melbourne Graduate School of Education,the University of Melbourne.
(4)杨蔓.澳大利亚华文教师研究[J].云南师范大学学报(对外汉语教学与研究版),2010,(5).
(5)赵德成,梁永正.教师培训需求分析研究的回顾与思考[J].教育科学,2010,(5).
(6)Steve,Denby(2010)The importance of training needs analysis.Industrial and Commercial Training,42(3),147-150.doi:10.1108/00197851011038132.
(1)McGehee,W.;Thayer,P.(1961)Training in business and industry.New York:Wiley.
(2)潘书阁.一种有效的培训需求评估法---工作绩效分析法[J].中国成人教育,2002,(8).
(1)Languages Education Unit;Student Learning Outcomes Division;School Education Group(2012)Languages in Victorian Government Schools.Melbourne:Department of Education and Early Childhood Development.
(2)该调查题为多选,要求被调查者从众多选项中选择3个最主要的问题。
(1)该调查题为多选,要求被调查者从众多选项中选择3项他们认为在汉语教学中最缺乏的能力。
(2)崔峡.澳大利亚汉语教学质量提高与本土汉语教师培训[J].云南师范大学学报(对外汉语教学与研究版),2014,(3).
(3)Steve,Denby(2010)The importance of training needs analysis.Industrial and Commercial Training,42(3),147-150.doi:10.1108/00197851011038132.
(4)杨蔓.澳大利亚华文教师研究[J].云南师范大学学报(对外汉语教学与研究版),2010,(5).
(5)崔峡.澳大利亚汉语教学质量提高与本土汉语教师培训[J].云南师范大学学报(对外汉语教学与研究版),2014,(3).
(1)Valerie von,Frank(2013)Victoria’s leading edge.Journal of Staff Development,34(3):32.
(2)Languages Education Unit;Student Learning Outcomes Division;School Education Group(2012)Languages in Victorian Government Schools.Melbourne:Department of Education and Early Childhood Development.
(3)Orton,Jane(2008)Chinese Language Education in Australian Schools.Melbourne:Melbourne Graduate School of Education,the University of Melbourne.
(4)杨蔓.澳大利亚华文教师研究[J].云南师范大学学报(对外汉语教学与研究版),2010,(5).
(5)赵德成,梁永正.教师培训需求分析研究的回顾与思考[J].教育科学,2010,(5).
(6)Steve,Denby(2010)The importance of training needs analysis.Industrial and Commercial Training,42(3),147-150.doi:10.1108/00197851011038132.
(1)McGehee,W.;Thayer,P.(1961)Training in business and industry.New York:Wiley.
(2)潘书阁.一种有效的培训需求评估法---工作绩效分析法[J].中国成人教育,2002,(8).
(1)Languages Education Unit;Student Learning Outcomes Division;School Education Group(2012)Languages in Victorian Government Schools.Melbourne:Department of Education and Early Childhood Development.
(2)该调查题为多选,要求被调查者从众多选项中选择3个最主要的问题。
(1)该调查题为多选,要求被调查者从众多选项中选择3项他们认为在汉语教学中最缺乏的能力。