本文關(guān)鍵詞： 漢語(yǔ)國(guó)際教育專(zhuān)業(yè) 留學(xué)生培養(yǎng) 國(guó)際漢語(yǔ)教師專(zhuān)業(yè)素養(yǎng) 高等教育國(guó)際化　出處：《華東師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：隨著全球漢語(yǔ)熱的持續(xù)升溫,漢語(yǔ)國(guó)際推廣工作中合格師資的短缺問(wèn)題尤為突出和緊迫,加強(qiáng)海外漢語(yǔ)師資本土化,建立海外本土漢語(yǔ)師資培養(yǎng)體系已成為當(dāng)前漢語(yǔ)國(guó)際推廣工作的重點(diǎn)。招收外國(guó)學(xué)生攻讀漢語(yǔ)國(guó)際教育碩士專(zhuān)業(yè)學(xué)位是一種長(zhǎng)期穩(wěn)定的培養(yǎng)海外本土漢語(yǔ)教師的方式。但目前漢語(yǔ)國(guó)際教育專(zhuān)業(yè)留學(xué)生培養(yǎng)還處在摸索階段,相關(guān)研究主要圍繞某一具體的人才培養(yǎng)目標(biāo)或課程設(shè)置的實(shí)際情況進(jìn)行描述分析,尚未形成系統(tǒng)的研究,缺乏田野調(diào)查研究。本研究在總結(jié)國(guó)際漢語(yǔ)教師應(yīng)具有的專(zhuān)業(yè)素養(yǎng)的基礎(chǔ)之上,深入分析了影響該專(zhuān)業(yè)留學(xué)生專(zhuān)業(yè)素養(yǎng)形成的兩種因素,即個(gè)人因素和學(xué)校培養(yǎng)因素。同時(shí)總結(jié)當(dāng)前培養(yǎng)的不足,提出了提升漢語(yǔ)國(guó)際教育專(zhuān)業(yè)留學(xué)生培養(yǎng)質(zhì)量的對(duì)策。本研究以H和W兩所高校漢語(yǔ)國(guó)際教育專(zhuān)業(yè)留學(xué)生為研究對(duì)象,通過(guò)對(duì)15位留學(xué)生的訪(fǎng)談和學(xué)校培養(yǎng)方案的分析,主要得出以下結(jié)論:第一,個(gè)人因素是影響漢語(yǔ)國(guó)際教育專(zhuān)業(yè)留學(xué)生專(zhuān)業(yè)素養(yǎng)形成的內(nèi)在因素,含客觀因素和主觀因素,即國(guó)籍、專(zhuān)業(yè)認(rèn)同、文化認(rèn)同和工作經(jīng)歷四個(gè)方面。個(gè)人因素對(duì)留學(xué)生形成職業(yè)認(rèn)同,產(chǎn)生專(zhuān)業(yè)發(fā)展意識(shí)起到了奠基作用。第二,學(xué)校培養(yǎng)是影響漢語(yǔ)國(guó)際教育專(zhuān)業(yè)留學(xué)生專(zhuān)業(yè)素養(yǎng)形成的外在因素,其課程設(shè)置、專(zhuān)業(yè)實(shí)踐、師資、學(xué)制和學(xué)校活動(dòng)五個(gè)方面直接促進(jìn)了留學(xué)生專(zhuān)業(yè)知識(shí)和能力的形成。第三,當(dāng)前漢語(yǔ)國(guó)際教育專(zhuān)業(yè)的培養(yǎng)存在不足,招生上對(duì)于生源質(zhì)量把控不夠嚴(yán)格。在培養(yǎng)過(guò)程方面,主要存在學(xué)制較短,課程體系不夠豐富,缺少實(shí)習(xí)機(jī)會(huì)、導(dǎo)師選擇制度不完善、缺乏專(zhuān)業(yè)性活動(dòng)五個(gè)方面的問(wèn)題。對(duì)此,一方面要提高招生質(zhì)量,另一方面要重視培養(yǎng)過(guò)程,將提升培養(yǎng)質(zhì)量落到實(shí)處。
[Abstract]:With the continuous heating up of the global Chinese fever, the shortage of qualified teachers in the international promotion of Chinese language is particularly prominent and urgent, strengthening the localization of overseas Chinese teachers. Establishing the overseas native Chinese teacher training system has become the focal point of the current international promotion of Chinese language. It is a long-term and stable way to recruit foreign students to study for the master's degree of Chinese international education. However, at present, the cultivation of international students majoring in Chinese education is still in the stage of exploration. Related studies mainly focus on a specific talent training objectives or the actual situation of the curriculum to describe the analysis, has not yet formed a systematic study. On the basis of summarizing the professional literacy of international Chinese teachers, this study deeply analyzes the two factors that affect the formation of the professional literacy of the international Chinese teachers. Personal factors and school training factors. At the same time summarized the deficiencies of the current training. The author puts forward the countermeasures to improve the quality of international Chinese education students. This study focuses on the students majoring in Chinese international education in H and W universities. Through the interviews of 15 foreign students and the analysis of the school training program, the main conclusions are as follows: first, personal factors are the internal factors that affect the formation of the foreign students' professional literacy of Chinese international education. Including objective and subjective factors, that is, nationality, professional identity, cultural identity and work experience. Personal factors for the formation of professional identity, professional development consciousness played a fundamental role. Second. School training is the external factor that affects the formation of the professional quality of the international Chinese education students, its curriculum, professional practice, teachers. Five aspects of academic system and school activities directly promote the formation of foreign students' professional knowledge and ability. Third, the current training of Chinese international education major is inadequate. In the training process, there are many problems, such as short academic system, short curriculum system, lack of practice opportunities, and imperfect tutor selection system. There are five problems in the lack of professional activities. On the one hand, we should improve the quality of enrollment, on the other hand, we should pay attention to the training process, which will improve the quality of training.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H195

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