汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起. (Chinese)

In this new era of the 21st century, we are faced with a new teaching norm and with it a series of new challenges. This paper proposes to rethink two major issues that have brought challenges and opportunities to the field of teaching Chinese as a foreign language (CFL). They are, namely, teaching pedagogy and professional teacher development. In CFL pedagogy, a new set of curricular and methodological approaches is proposed based on recent research, empirical findings, and adult L2 learning needs. The new pedagogical system focuses on five specific teaching-related aspects: 1) thematic organization of task-based curricular content, 2) teaching language in chunks, 3) interaction between teacher–student and student–student via questioning strategies, 4) task-based language teaching (TBLT) through a task-deconstruction process, and 5) effective corrective feedback strategies via a four-step procedure. Each field-tested approach is presented with the necessary and updated theoretical background, including step-by-step pedagogical procedures and detailed, easy-to-use techniques to be implemented in the classroom. In the area of teacher development, a hybrid training model is presented that combines simulated teaching with real classroom training. In it, skill-based practice is accompanied with hands-on teaching techniques and technology training to ensure the quality of CFL teacher's professional development. [ABSTRACT FROM AUTHOR]

二十一世纪新时期给我们带来了新的教学常态和新的挑战, 汉语为二语教学领域也开始对项目建设提出了一系列新的思考。本文的讨论主要集中在教学法和师资培训这两个方面的挑战和机遇。在教学方法上, 本文提出新时期的教学要采用一套有新理论、有程序、有相应技巧的教学法系统。这一系统基于成人学习二语的特点, 不但把教学重点放在课堂的教学过程上, 而且提供系统的基础理论、具体的教学程序和实施技巧, 便于教师掌握、操作。在师资培训上, 本文提出一种混合模式的教师培训 (a hybrid teacher training model), 兼顾理论和实践, 结合模拟与真实课堂的教学, 进行分课型、分技巧、结合科技的训练, 利用线上、线下反复练习等, 以保证教师的专业能力发展。 [ABSTRACT FROM AUTHOR]

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