国际中文教学方法论 汉语为母语和非母语环境中教师的信念与实践

定　　价：68 元

• 作者：鲍春荣
• 出版时间：2025/3/1
• ISBN：9787513097888
• 出 版 社：知识产权出版社

• 中图法分类：H195.3 
• 纸张：胶版纸
• 开本：16开

内容简介

随着全球中文学习者数量的迅猛增长，国际中文教师在多语言文化背景下所面临的教学挑战日益凸显。为了深入剖析国际中文教师的教学方法与信念，本书采用叙事探究作为主要研究方法，聚焦于四位成长于中国大陆、目前分别在中国大陆和新西兰工作的国际中文教师。通过对这些教师教学方法的特定内容信念和自我效能信念进行深度探讨，本书进一步分析了相关影响因素如何共同作用于教师当前的教学实践。 本书为国际中文教师、教师教育者、语言教育者以及应用语言学研究者等群体提供了极具价值的参考案例。无论是在提升教学实践水平方面，还是在推动国际中文教育理论的发展层面，本书都具有重要的参考意义。

编辑推荐

本书以独到的视角切入对中文国际教学方法论的研究，以汉语为母语和非母语环境中教师的信念与实践为研究对象，深入探讨国际中文教师关于教学方法的特定内容信念和自我效能信念，深入分析对这些信念的相关影响因素。这本书不仅提供了这些国际中文教师关于中文国际教学方法论的参考，更深入到其教学信念层面，思考教师教学信念在教学实践中的作用，既可为国际中文教师提供教学信念和教学实践方面的参考，也可为研究国际文化传播中国际中文教师及其教学实践带来的影响提供帮助，还可供一般读者了解国际中文教师和国际中文教学课堂。总体来说，这是读者范围较广的一本书。

序 言

There has been a large body of literature exploring issues related to teachers beliefs. However, there is a paucity of empirical research on beliefs of teachers who teach Chinese to speakers of other languages (TCSOL), especially of those who were born and educated in China but are working in different contexts, where Chinese is not taught as a first language. With the fast growth in the number of learners of Chinese worldwide, TCSOL teachers have to respond to multilingual classes within different academic cultures. As such, TCSOL teachers beliefs about teaching methodology in different non-Chinese contexts should call for researchers attention. This research, therefore, fills the gap by investigating TCSOL teachers beliefs about teaching Standard Chinese in China, a native target-language context, and in New Zealand, a non-native target-language context. The main aim was to discover the common beliefs these teachers held about teaching methodology and the factors influencing their beliefs.
Four TCSOL teachers working in China and New Zealand were invited to participate in this cross-case study. Narrative inquiry and thematic analysis were used for processing the data. This research has explored the four teachers content-specific beliefs and self efficacy beliefs about teaching methodology, and has discussed some factors that have impacts on their beliefs, such as teachers identities, expectations, cultural influences, and Maslows seven layers of human beings needs. This research has also summarised how these influential factors work together on teachers present beliefs and practices.
These research findings are expected to provide empirical evidence for TCSOL teacher educators, especially for those who are working or planning to work in different first language contexts.

作者介绍

鲍春荣，吉林大学公共外语教育学院副教授、硕士导师，新西兰奥克兰大学（University of Auckland）语言教学专业研究硕士、 哲学博士，北京大学访问学者,曾任奥克兰大学等新西兰当地院校、机构的中文教师。主要研究方向：语言教学（英语、国际中文）、教师教育、社会语言学。

目 录

Contents
Chapter1 INTRODUCTION
1.1 BackgroundandAimsoftheStudy
1.2 SignificanceoftheStudy
1.3 RationalefortheStudy
1.4 OrganisationoftheBook
Chapter2 LITERATUREREVIEWPART1
2.1 TraditionalLanguage-Teaching/LearninginChina
2.2 ModernLanguage-Teaching/LearningMethodsinChina
2.3 ResearchonTCSOLoutsideChina
2.4 Summary
Chapter 3 LITERATUREREVIEWPART2
3.1 TeachersContent-SpecificBeliefs
3.2 TeachersSelf-EfficacyBeliefs
3.3TeachersIdentitiesandBeliefs
3.4 TeachersExpectationsandBeliefs
3.5PsychologicalTheoriesandBeliefs
3.6CulturalDifferencesandBeliefs
3.7TheMainProblemsandIssuesAssociatedwiththeStudiesconcerningTeachersBeliefsandPractices
3.8Summary
Chapter4 METHODOLOGYANDRESEARCHMETHODS
4.1PhilosophicalWorldviews
4.2QualitativeMethodology
4.3RecruitmentofParticipants
4.4IntroductiontotheScene
4.5DataCollection
4.6DataAnalysisandInterpretation
4.7Triangulation
4.8Summary
Chapter5 ChinaTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
5.1Introduction
5.2L2ClassroomsinMaosEyes(Content-SpecificBeliefs)
5.3MaosAttitudestowardsLanguageAccuracy(Content-SpecificBeliefs)
5.4MaosRolesintheClassrooms(Content-SpecificBeliefs)
5.5MaosSelf-EfficacyBeliefsaboutTeachingMethodology
5.6DiscussionofMaosBeliefs
5.7SummaryofMaosCase
Chapter6 ChinaTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
6.1Introduction
6.2L2ClassroomsinMengsEyes(Content-SpecificBeliefs)
6.3MengsAttitudestowardsLanguageAccuracy(Content-SpecificBeliefs
6.4MengsRolesintheClassrooms(Content-SpecificBeliefs)
6.5MengsSelf-EfficacyBeliefsaboutTeachingMethodology
6.6DiscussionofMengsBeliefs
6.7SummaryofMengsCase
Chapter7NEWZEALANDTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
7.1Introduction
7.2L2ClassroomsinNiansEyes(Content-SpecificBeliefs)
7.3NiansAttitudetowardsLanguageAccuracy(Content-SpecificBeliefs)
7.4NiansRolesintheClassrooms(Content-SpecificBeliefs)
7.5NiansSelf-EfficacyBeliefsaboutTeachingMethodology
7.6DiscussionofNiansBeliefs
7.7SummaryofNiansCase
Chapter8 NEWZEALANDTEACHERSBELIEFSABOUTTEACHINGMETHODOLOGY
8.1Introduction
8.2L2ClassroomsinNingsEyes(Content-SpecificBeliefs)
8.3NingsAttitudetowardsLanguageAccuracy(Content-SpecificBeliefs)
8.4NingsRolesintheClassrooms(Content-SpecificBeliefs)
8.5NingsSelf-EfficacyBeliefsaboutTeachingMethodology
8.6DiscussionofNingsBeliefs
8.7SummaryofNingsCaseChapter9 OVERALLDISCUSSION
9.1Introduction
9.2ACross-CaseGlanceARe-ExaminationofRQ1andRQ2
9.3ACross-CaseDiscussionARe-ExaminationofRQ3
9.4AnIntegratedInfluenceofSomeRelevantFactorsonTeachersBeliefs
9.5Summary
Chapter10 CONCLUSIONS
10.1SummaryofMainFindings
10.2TheoreticalContributions
10.3MethodologicalContributions10.4ImplicationsforPedagogy
10.5LimitationsofthisStudy
10.6SuggestionsforFutureResearch
REFERENCES