| 中文题名： | 美国公立高中汉语课堂管理规则制定与实施问题研究——以俄克拉荷马州南圣塔菲学区为例 |
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| 保密级别： | 公开 |
| 论文语种： | 中文 |
| 学科代码： | 045300 |
| 学科专业： | |
| 学生类型： | 硕士 |
| 学位： | 汉语国际教育硕士 |
| 学位类型： | |
| 学位年度： | 2021 |
| 校区： | |
| 学院： | |
| 研究方向： | 汉语国际教育 |
| 第一导师姓名： | |
| 第一导师单位： | |
| 提交日期： | 2021-06-07 |
| 答辩日期： | 2021-05-29 |
| 外文题名： | RESEARCH ON THE ESTABLISHMENT AND IMPLEMENTATION OF CHINESE CLASSROOM MANAGEMENT RULES IN AMERICAN PUBLIC HIGH SCHOOL——TAKING SANTA FE SOUTH DISTRICT IN OKLAHOMA AS AN EXAMPLE |
| 中文关键词： | |
| 外文关键词： | American high schools ; Chinese classroom management rules ; formulate rules ; announce rules ; implement rules |
| 中文摘要： |
课堂教学的顺利开展离不开良好的课堂管理，有效的课堂管理需要通过建立并实施有序的课堂管理规则来实现。本文以美国俄克拉荷马州南圣塔菲学区公立高中的15名汉语教师志愿者为主要研究对象，以其在课堂管理规则制定、公布与执行方面的认知与实践情况为研究内容，基于对南圣塔菲学区汉语课堂管理规则的特殊性分析，结合笔者的汉语教学实践，通过师生问卷调查、课堂观察和教师访谈的研究方法，收集并分析了志愿者教师关于汉语课堂管理规则实施情况的问卷调查数据和相关典型案例。
研究发现，志愿者教师在制定、公布与执行汉语课堂管理规则的过程中存在以下问题：1.制定方面，缺乏系统的理论知识，缺乏学生参与，规则内容缺乏正面取向，奖惩方案实施的有效性不足；2.公布方面，学生的参与度不高，学生对规则内容和奖惩方案的理解效果与印象形成效果有待提高，公布对象单一，与合作教师之间缺乏充分的信息共享；3.执行方面，对学生课堂违规行为的处理方式缺乏层次性和一致性。导致以上问题产生的原因为：1.志愿者教师主观能动性不足、教育理念不完善、合作意识欠缺、专业素养不够深厚；2.相关培养和培训单位的工作缺失。
对此，作者对志愿者教师和相关单位提出了以下建议。志愿者教师应该：1.提前了解汉语课堂管理规则制定、公布与执行的相关要求；主动获取赴任学校和学生的详细信息；制定合理可行的规则清单；2.引导学生充分参与规则的制定与公布；对学生的课堂违规行为不忽视不放弃，主动与学生平等对话；遇到问题主动求助指导老师、美国同事等人；3.根据学生情况完善教学设计；观摩学习其他教师的课堂管理；4.注重自身外在形象；5.主动加强与校长、学生家长等人的交流；采取合作教学模式的志愿者教师应加强与合作教师之间的沟通协作。建议相关单位：1.培养院校可以加强课堂管理内容教学；2.岗前培训单位可以深入介绍美国的高中教育体制，提供一线的汉语课堂教学视频，将制定规则清单列入考核方案；3.美国学校可以制定具体的培训方案，提前对负责培训工作的老师进行考核。此外，本文从课堂管理规则的功能入手，制定了汉语课堂管理规则样例供志愿者教师参考。
本研究丰富了美国高中汉语课堂管理规则领域的研究内容，为赴美汉语教师志愿者提供了具有实践价值的理论指导，以期提高美国公立高中的汉语教学质量。
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| 外文摘要： |
The smooth development of classroom teaching is inseparable from good classroom management, while effective classroom management needs to be achieved through the establishment and implementation of orderly classroom management rules. This article takes 15 volunteer Chinese teachers from public high schools in the Santa Fe South District of Oklahoma, USA as the research objects, and takes their cognition and practice in the formulation, announcement and implementation of rules in classroom management as the research content. Based on the analysis of the particularity of Chinese classroom management rules in the Santa Fe South District, combined with the author's Chinese teaching practice, through the research methods of teacher-student questionnaire survey, classroom observation and teacher interviews, this article collected and analysed the questionnaire survey data and related typical cases from volunteer teachers’ practice of Chinese classroom management rules.
The study found that, volunteer teachers have the following problems in the process of formulating, announcing and implementing Chinese classroom management rules: 1. In formulating, there is a lack of systematic theoretical knowledge, lack of student participation, lack of positive orientation in the content of the rules, and lack of effectiveness in implementing reward and punishment plan; 2. In announcing, students’ participation is not high, students’ understanding and impression of the content of the rules and its reward and punishment plan need to be improved, the announcement target is single, and there is a lack of sufficient information sharing with the cooperating teachers; 3. In implementing, volunteer teachers’ handling of students' classroom violations lacks level and consistency. The reasons for the above problems are: 1. Volunteer teachers' lack of subjective initiative, imperfect educational concepts, lack of cooperation awareness, and insufficient professionalism; 2. Related institutions’ lacking of work.
In this regard, the author puts forward the following suggestions to volunteer teachers and related institutions. Volunteer teachers should: 1. Understand the relevant requirements for the formulation, announcement and implementation of Chinese classroom management rules in advance; actively obtain detailed information about the schools and students; formulate a list of reasonable and feasible rules; 2. Guide students to fully participate in the formulation and announcement of the rules; never ignore or give up on students’ classroom violations, take the initiative to talk to students on an equal footing; actively seek help from instructors, American colleagues, etc. when encountering problems; 3. Improve teaching design according to students’ situation; observe and learn other teachers’ classroom management; 4. Pay attention to the own external image; 5. Take the initiative to strengthen communication with principals, parents of students, etc.; volunteer teachers who adopt a cooperative teaching model should strengthen communication and cooperation with cooperative teachers. Relevant institutions are suggested: 1. Training colleges can strengthen the teaching of classroom management content; 2. Pre-job training units can introduce the American high school education system in depth, provide first-line Chinese classroom teaching videos, and include the list of rules in the assessment plan; 3. American schools can formulate specific training programs and assess teachers in charge of training in advance. In addition, this article starts with the function of classroom management rules, and formulates a sample of Chinese classroom management rules for volunteer teachers’ reference.
This research has enriched the research content of the field of Chinese classroom management rules in American high schools, and provides certain theoretical guidance with practical value for volunteer Chinese teachers to the United States, with a view to improving the quality of Chinese teaching in American public high schools.
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| 参考文献总数： | 73 |
| 馆藏号： | 硕045300/21024 |
| 开放日期： | 2022-06-07 |
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