國際中文教學方法論(漢語為母語和非母語環境中教師的信念與實踐英文)
內容大鋼
隨著全球中文學習者數量的迅猛增長，國際中文教師在多語言文化背景下所面臨的教學挑戰日益凸顯。為了深入剖析國際中文教師的教學方法與信念，本書採用敘事探究作為主要研究方法，聚焦于四位成長於中國大陸、目前分別在中國大陸和紐西蘭工作的國際中文教師。通過對這些教師教學方法的特定內容信念和自我效能信念進行深度探討，本書進一步分析了相關影響因素如何共同作用於教師當前的教學實踐。
作者介紹
鮑春榮|責編:徐家春
鮑春榮，吉林大學外國語言文化學院副教授、碩士研究生導師，紐西蘭奧克蘭大學（University of Auckland）語言教學專業研究碩士、哲學博士，北京大學訪問學者，曾任奧克蘭大學等紐西蘭當地院校、機構的中文教師。主要研究方向：語言教學（英語、國際中文）、教師教育、社會語言學。
目錄
Chapter 1 INTRODUCTION
1.1 Background and Aims of the Study
1.2 Significance of the Study
1.3 Rationale for the Study
1.4 Organisation of the Book
Chapter 2 LITERATURE REVIEW—PART 1
2.1 Traditional Language-Teaching/Learning in China
2.2 Modern Language-Teaching/Learning Methods in China
2.3 Research on TCSOL outside China
2.4 Summary
Chapter 3 LITERATURE REVIEW—PART 2
3.1 Teachers' Content-Specific Beliefs
3.2 Teachers' Self-Efficacy Beliefs
3.3 Teachers' Identities and Beliefs
3.4 Teachers' Expectations and Beliefs
3.5 Psychological Theories and Beliefs
3.6 Cultural Differences and Beliefs
3.7 The Main Problems and Issues Associated with the Studies concerning Teachers
Beliefs and Practices
3.8 Summary
Chapter 4 METHODOLOGY AND RESEARCH METHODS
4.1 Philosophical Worldviews
4.2 Qualitative Methodology
4.3 Recruitment of Participants
4.4 Introduction to the Scene
4.5 Data Collection
4.6 Data Analysis and Interpretation
4.7 Triangulation
4.8 Summary
Chapter 5 China TEACHERS' BELIEFS ABOUT TEACHING
METHODOLOGY
5.1 Introduction
5.2 L2 Classrooms in Mao's Eyes (Content-Specific Beliefs)
5.3 Mao's Attitudes towards Language Accuracy (Content-Specific Beliefs)
5.4 Mao's Roles in the Classrooms (Content-Specific Beliefs)
5.5 Mao's Self-Efficacy Beliefs about Teaching Methodology
5.6 Discussion of Mao's Beliefs
5.7 Summary of Mao's Case
Chapter 6 China TEACHERS' BELIEFS ABOUT TEACHING
METHODOLOGY
6.1 Introduction
6.2 L2 Classrooms in Meng's Eyes (Content-Specific Beliefs)
6.3 Meng's Attitudes towards Language Accuracy (Content-Specific Beliefs)
6.4 Meng's Roles in the Classrooms (Content-Specific Beliefs)
6.5 Meng's Self-Efficacy Beliefs about Teaching Methodology
6.6 Discussion of Meng's Beliefs
6.7 Summary of Meng's Case
Chapter 7 N E W Z E A L A N D T E A C H E R S'B E L I E F S A B O U T
TEACHING METHODOLOGY
7.1 Introduction
7.2 L2 Classrooms in Nian's Eyes (Content-Specific Beliefs)
7.3 Nian's Attitude towards Language Accuracy (Content-Specific Beliefs)
7.4 Nian's Roles in the Classrooms (Content-Specific Beliefs)
7.5 Nian's Self-Efficacy Beliefs about Teaching Methodology
7.6 Discussion of Nian's Beliefs
7.7 Summary of Nian's Case
Chapter 8 N E W Z E A L A N D T E A C H E R S'B E L I E F S A B O U T
TEACHING METHODOLOGY
8.1 Introduction
8.2 L2 Classrooms in Ning's Eyes (Content-Specific Beliefs)
8.3 Ning's Attitude towards Language Accuracy (Content-Specific Beliefs)
8.4 Ning's Roles in the Classrooms (Content-Specific Beliefs)
8.5 Ning's Self-Efficacy Beliefs about Teaching Methodology
8.6 Discussion of Ning's Beliefs
8.7 Summary of Ning's Case
Chapter 9 OVERALL DISCUSSION
9.1 Introduction
9.2 A Cross-Case Glance—A Re-Examination of RQ1 and RQ2
9.3 A Cross-Case Discussion—A Re-Examination of RQ3
9.4 An Integrated Influence of Some Relevant Factors on Teachers' Beliefs
9.5 Summary
Chapter 10 CONCLUSIONS
10.1 Summary of Main Findings
10.2 Theoretical Contributions
10.3 Methodological Contributions
10.4 Implications for Pedagogy
10.5 Limitations of this Study
10.6 Suggestions for Future Research
REFERENCES
[an error occurred while processing this directive]
[