- 国际中文教学方法论(汉语为母语和非母语环境中教师的信念与实践英文)
- - 作者：鲍春荣|责编:徐家春
  - 出版社：知识产权
  - ISBN：9787513097888
  - 出版日期：2025/03/01
  - 页数：252
- 售价：27.2

内容大纲
随着全球中文学习者数量的迅猛增长，国际中文教师在多语言文化背景下所面临的教学挑战日益凸显。为了深入剖析国际中文教师的教学方法与信念，本书采用叙事探究作为主要研究方法，聚焦于四位成长于中国大陆、目前分别在中国大陆和新西兰工作的国际中文教师。通过对这些教师教学方法的特定内容信念和自我效能信念进行深度探讨，本书进一步分析了相关影响因素如何共同作用于教师当前的教学实践。
作者介绍
鲍春荣，吉林大学外国语言文化学院副教授、硕士研究生导师，新西兰奥克兰大学（University of Auckland）语言教学专业研究硕士、哲学博士，北京大学访问学者，曾任奥克兰大学等新西兰当地院校、机构的中文教师。主要研究方向：语言教学（英语、国际中文）、教师教育、社会语言学。
目录
Chapter 1 INTRODUCTION
  1.1 Background and Aims of the Study
  1.2 Significance of the Study
  1.3 Rationale for the Study
  1.4 Organisation of the Book
Chapter 2 LITERATURE REVIEW—PART 1
  2.1 Traditional Language-Teaching/Learning in China
  2.2 Modern Language-Teaching/Learning Methods in China
  2.3 Research on TCSOL outside China
  2.4 Summary
Chapter 3 LITERATURE REVIEW—PART 2
  3.1 Teachers' Content-Specific Beliefs
  3.2 Teachers' Self-Efficacy Beliefs
  3.3 Teachers' Identities and Beliefs
  3.4 Teachers' Expectations and Beliefs
  3.5 Psychological Theories and Beliefs
  3.6 Cultural Differences and Beliefs
  3.7 The Main Problems and Issues Associated with the Studies concerning Teachers
  Beliefs and Practices
  3.8 Summary
Chapter 4 METHODOLOGY AND RESEARCH METHODS
  4.1 Philosophical Worldviews
  4.2 Qualitative Methodology
  4.3 Recruitment of Participants
  4.4 Introduction to the Scene
  4.5 Data Collection
  4.6 Data Analysis and Interpretation
  4.7 Triangulation
  4.8 Summary
Chapter 5 China TEACHERS' BELIEFS ABOUT TEACHING
  METHODOLOGY
  5.1 Introduction
  5.2 L2 Classrooms in Mao's Eyes (Content-Specific Beliefs)
  5.3 Mao's Attitudes towards Language Accuracy (Content-Specific Beliefs)
  5.4 Mao's Roles in the Classrooms (Content-Specific Beliefs)
  5.5 Mao's Self-Efficacy Beliefs about Teaching Methodology
  5.6 Discussion of Mao's Beliefs
  5.7 Summary of Mao's Case
Chapter 6 China TEACHERS' BELIEFS ABOUT TEACHING
  METHODOLOGY
  6.1 Introduction
  6.2 L2 Classrooms in Meng's Eyes (Content-Specific Beliefs)
  6.3 Meng's Attitudes towards Language Accuracy (Content-Specific Beliefs)
  6.4 Meng's Roles in the Classrooms (Content-Specific Beliefs)
  6.5 Meng's Self-Efficacy Beliefs about Teaching Methodology
  6.6 Discussion of Meng's Beliefs
  6.7 Summary of Meng's Case
Chapter 7 N E W Z E A L A N D T E A C H E R S'B E L I E F S A B O U T
  TEACHING METHODOLOGY
  7.1 Introduction

  7.2 L2 Classrooms in Nian's Eyes (Content-Specific Beliefs)
  7.3 Nian's Attitude towards Language Accuracy (Content-Specific Beliefs)
  7.4 Nian's Roles in the Classrooms (Content-Specific Beliefs)
  7.5 Nian's Self-Efficacy Beliefs about Teaching Methodology
  7.6 Discussion of Nian's Beliefs
  7.7 Summary of Nian's Case
Chapter 8 N E W Z E A L A N D T E A C H E R S'B E L I E F S A B O U T
  TEACHING METHODOLOGY
  8.1 Introduction
  8.2 L2 Classrooms in Ning's Eyes (Content-Specific Beliefs)
  8.3 Ning's Attitude towards Language Accuracy (Content-Specific Beliefs)
  8.4 Ning's Roles in the Classrooms (Content-Specific Beliefs)
  8.5 Ning's Self-Efficacy Beliefs about Teaching Methodology
  8.6 Discussion of Ning's Beliefs
  8.7 Summary of Ning's Case
Chapter 9 OVERALL DISCUSSION
  9.1 Introduction
  9.2 A Cross-Case Glance—A Re-Examination of RQ1 and RQ2
  9.3 A Cross-Case Discussion—A Re-Examination of RQ3
  9.4 An Integrated Influence of Some Relevant Factors on Teachers' Beliefs
  9.5 Summary
Chapter 10 CONCLUSIONS
  10.1 Summary of Main Findings
  10.2 Theoretical Contributions
  10.3 Methodological Contributions
  10.4 Implications for Pedagogy
  10.5 Limitations of this Study
  10.6 Suggestions for Future Research
REFERENCES

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