【專題:華語文教學研究】敘事探究與漢語作為二語／外語教師的認知建構
作者:吳勇毅(華東師範大學對外漢語學院教授)
卷期：59卷第2期
日期：2014年9月
頁碼：89-104
DOI：10.6210/JNTNULL.2014.59(2).04
摘要：
敘事是一種研究方法，即敘事探究／研究，以「講故事」的方式呈現教師在教育教學實踐中的真實行為（事件），闡釋「故事」裡蘊含的「教育」意義。敘事研究在教育領域方興未艾，但在漢語作為第二語言／外語教學界並不多見。本研究通過多個敘事闡述了敘事探究對瞭解漢語作為二語／外語教師的知識結構之形成，說明教師建構自己的認知系統，促進教師專業發展的重要作用。敘事探究不僅僅是一種研究方法、一個研究工具，也是促進教師認知建構和專業發展的一條重要途徑。
關鍵詞：敘事探究、CSL / CFL 教師、教師認知、專業發展、認知建構、實踐性知識
《詳全文》
Journal directory listing - Volume 59 (2014) - Journal of NTNU: Linguistics & Literature【59(2)】September (Special Issue: Research on Chinese Language Teaching and Learning)
【Special issue: Research on Chinese Language Teaching and Learning】Narrative Inquiry and Cognitive Construction of CSL / CFL Teachers
Author: Yong-Yi Wu (International College of Chinese Studies, East China Normal University)
Vol.&No.：Vol. 59, No. 2
Date：September 2014
Pages：89-104
DOI：10.6210/JNTNULL.2014.59(2).04
Abstract：
Narrative, as a research approach, can present the behavior and events in instructional practice through “storytelling,” reflecting the educational significance of “stories.” Although narrative study is a developing subject in the education field, it is not common in the field of Chinese as a second language / Chinese as a foreign language (CSL / CFL) research. This paper, through several narrations, explains the importance of performing a narrative inquiry to understand the formation of the knowledge structure of CSL / CFL teachers, elaborating on their cognitive system construction and promoting their professional development. The narrative is not only a research tool but also an approach or medium for the cognitive construction and professional development of teachers.
Keywords：narrative inquiry, CSL / CFL teacher, teacher cognition, professional development, cognitive construction, practical knowledge