期刊目錄列表 - 59卷(2014) - 【師大學報:語言與文學類】59(2) 九月刊(本期專題:華語文教學研究)
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【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》 檔名

中文APA引文格式吳勇毅(2014)。敘事探究與漢語作為二語/外語教師的認知建構。師大學報:語言與文學類59(2),89-104。doi:10.6210/JNTNULL.2014.59(2).04
APA FormatWu, Y.-Y. (2014). Narrative Inquiry and Cognitive Construction of CSL / CFL Teachers. Journal of National Taiwan Normal University: Linguistics & Literature, 59(2), 89-104. doi:10.6210/JNTNULL.2014.59(2).04

Journal directory listing - Volume 59 (2014) - Journal of NTNU: Linguistics & Literature【59(2)】September (Special Issue: Research on Chinese Language Teaching and Learning)
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【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