新时代背景下，讲解行为因其单向性特点，以及受“精讲多练”教学原则的影响，经常被视作“填鸭式教学”的代表而遭受摒弃或轻视。但讲解行为作为教师讲授知识的传统且不可或缺的重要方式，理应受到重视，教师应坚持发展的观点，积极探索提高教师讲解行为的策略。笔者是一名新手对外汉语教师，曾与一位熟手教师共同承担学院柬埔寨成人线上中文班的汉语教学工作。在任教过程中，笔者发现两位教师的词汇讲解行为存在差异，其具体行为差异表现和讲解行为效果引起了笔者的极大好奇，故以此为契机，展开了有关新手教师和熟手教师在成人线上汉语课堂的词汇讲解行为诊断研究。

本文第1章是对讲解行为、词汇教学、诊断研究、新老教师等关键词进行的文献综述或概念界定，重点在于确定讲解行为的构成要素、分类、原则和质量评价标准等，为后文展开词汇讲解行为的诊断分析奠定理论基础。第2章则借助Nvivo软件对相关文献进行分析，整理制作出了以“讲解内容”、“讲解过程”和“讲解反馈与评价”三个一级指标为指导的汉语教师词汇讲解行为诊断量表，该量表共涵盖了36项具体指标要求。然后，本文第3章再次借用Nvivo软件对新手教师和熟手教师的各3节授课录像进行文本转录，并结合诊断量表，对录像中的52个汉语词汇讲解行为展开分析、编码和编码数据统计。分析过程中，本文共诊断出新老教师词汇讲解行为病症共计55项，分别列举了案例并提出了针对性诊断处方。与此同时，本文还对该中文班的学生和授课教师分别进行了问卷调查与访谈，以了解学生对授课教师词汇讲解行为的反馈与评价，了解授课教师的教育理念等，相关数据与编码数据互为验证和补充。最后，本文第4章结合新老教师词汇讲解行为的共性与个性问题，对新老教师共提出9条共性与个性建议。

总的来说，新老教师的词汇讲解行为各具特点，也各有问题，教师应从讲解内容、讲解过程、讲解反馈与评价三方面审视自己的讲解行为，查摆并纠正问题行为。

In the new era, explanation behavior is often regarded as the representative of “cramming teaching” because of its unidirectional characteristics. People almost abandoned or despised this teaching method with the influence of the above viewpoint and the “multi-practice” teaching principle. However, as a traditional and indispensable way for teachers to impart knowledge, explanation behavior deserves attention. Teachers should actively explore strategies to improve their abilities of explanation from a developmental perspective. As a novice Chinese teacher, the author and a proficient Chinese teacher shared the teaching of an online Chinese class for Cambodian adults. During the teaching process, it was found that the two teachers had different behaviors in explaining vocabulary, and the specific differences and the effect of these different explanation behaviors aroused the author’s great curiosity. Based on this teaching practice, a diagnostic study on vocabulary explanation behavior of novice and proficient teachers in adult online Chinese classes was conducted.

In Chapter 1, literature analysis and concept definition are carried out on the keywords of “explanation behavior”, “vocabulary teaching”, “diagnostic research” and “novice and proficient teachers”. It also determined the elements, classification, principles and quality evaluation criteria of explanation behavior, which lays a theoretical foundation for the follow-up diagnosis. Chapter 2 analyzes relevant literature with the help of Nvivo software, and produces a diagnostic scale of vocabulary explanation behavior for Chinese teachers guided by three first-level indicators, which are “explanation content”, “explanation process” and “explanation feedback and evaluation”. The scale covers 36 specific indicators. Then, in Chapter 3. six selected teaching videos are transcribed to text by Nvivo. And then we analyze them under the guidance of the proposed diagnostic scale. In the process of analysis, this paper diagnoses a total of 55 vocabulary explanation behavior disorders of novice and proficient teachers with corresponding cases and prescriptions. At the same time, this paper also conducts a questionnaire survey and interview for the students and teachers of the Chinese class respectively, in order to realize the feedback and satisfaction of students on the teachers’ vocabulary explanation behavior and realize the teachers’ educational philosophy. All these data and coding data are mutually verified and supplemented. Finally, Chapter 4 of this paper combines the commonness and individuality of novice and proficient teachers’ vocabulary explanation behavior, and puts forward 9 suggestions to them.

In general, novice and proficient teachers have their own characteristics and problems in vocabulary explanation behavior. Teachers should examine their explanation behavior from the aspects of explanation content, explanation process, and explanation feedback and evaluation to check and correct their problematic explanation behaviors.