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題名 兩位職前華語文教師海外教學實習及教學信念之變化：個案研究
Two pre-service Chinese teachers’ overseas internship and changes in teaching beliefs: A case study作者 盧亭佑
Lu, Ting-Yu貢獻者 招靜琪
Chao, Chin-Chi
盧亭佑
Lu, Ting-Yu關鍵詞 華語文教學信念
海外實習
個案研究
Chinese teaching belief
Overseas internship
Case study日期 2019 上傳時間 7-Aug-2019 16:32:18 (UTC+8) 摘要 本研究旨在了解職前華語文教師赴海外實習前、中、後歷程及其教學信念，採質性個案研究的方式對兩位台籍職前華語文教師進行研究，主要以深度訪談作為資料收集方法，訪談架構參考Johnson（1992）、張碧玲（2000）與邵佩欣（2012）所設計的語言教師信念問卷，訪談結果以Lieblich等人（1998）提出的整體－內容（holistic-content）模式及類別－內容（categorical-content）模式剖析整理成個別個案，並接續進行跨個案分析。研究結果包括：（一）從個案教師赴海外實習前、中、後的經歷可看出他們華語教學信念因華語教學專業訓練及實際教學經驗而有轉化（二）個案教師教學信念在整體面向有相似之處，但個別層面的信念則隨其經歷不同情境脈絡而有差異（三）海外實習作為學習華語教學的場域為個案教師的教學信念帶來挑戰，也因而促成個人成長。根據研究結果，分別對信念轉化理論研究、華語教師外派實習計畫、華語教師等層面提出建議，並為後續研究提出相關意見。
This qualitative case study aims to probe into pre-service Chinese teachers’ experience and their teaching belief change before, during, and after overseas internship, as well as the affordance and challenges the overseas internship offers to the pre-service teachers. The participants are two Taiwanese postgraduate students of TCSL in a university in northern Taiwan. In-depth interviews are conducted as the main data collection methods. The interview content is designed with the reference of Johnson (1992), Chang (2000), and Siaw (2012). The data is analyzed by using holistic-content and categorical-content method proposed by Lieblich et al. (1998). The result includes: (1) pre-service teachers’ teaching beliefs are transformed due to professional training and overseas teaching experiences, (2) pre-service teachers’ teaching beliefs share several similarities in general aspect, but have differences in specific aspect resulting from various situated contexts, (3) oversea internship, as a means to learn how to teach Chinese, brings challenges and affordance to them as well as their personal growth. 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國立政治大學
華語文教學碩博士學位學程
103161013資料來源 http://thesis.lib.nccu.edu.tw/record/#G1031610131 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (Authors) 盧亭佑 zh_TW dc.contributor.author (Authors) Lu, Ting-Yu en_US dc.creator (作者) 盧亭佑 zh_TW dc.creator (作者) Lu, Ting-Yu en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-Aug-2019 16:32:18 (UTC+8) - dc.date.available 7-Aug-2019 16:32:18 (UTC+8) - dc.date.issued (上傳時間) 7-Aug-2019 16:32:18 (UTC+8) - dc.identifier (Other Identifiers) G1031610131 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124854 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 華語文教學碩博士學位學程 zh_TW dc.description (描述) 103161013 zh_TW dc.description.abstract (摘要) 本研究旨在了解職前華語文教師赴海外實習前、中、後歷程及其教學信念，採質性個案研究的方式對兩位台籍職前華語文教師進行研究，主要以深度訪談作為資料收集方法，訪談架構參考Johnson（1992）、張碧玲（2000）與邵佩欣（2012）所設計的語言教師信念問卷，訪談結果以Lieblich等人（1998）提出的整體－內容（holistic-content）模式及類別－內容（categorical-content）模式剖析整理成個別個案，並接續進行跨個案分析。研究結果包括：（一）從個案教師赴海外實習前、中、後的經歷可看出他們華語教學信念因華語教學專業訓練及實際教學經驗而有轉化（二）個案教師教學信念在整體面向有相似之處，但個別層面的信念則隨其經歷不同情境脈絡而有差異（三）海外實習作為學習華語教學的場域為個案教師的教學信念帶來挑戰，也因而促成個人成長。根據研究結果，分別對信念轉化理論研究、華語教師外派實習計畫、華語教師等層面提出建議，並為後續研究提出相關意見。 zh_TW dc.description.abstract (摘要) This qualitative case study aims to probe into pre-service Chinese teachers’ experience and their teaching belief change before, during, and after overseas internship, as well as the affordance and challenges the overseas internship offers to the pre-service teachers. The participants are two Taiwanese postgraduate students of TCSL in a university in northern Taiwan. In-depth interviews are conducted as the main data collection methods. The interview content is designed with the reference of Johnson (1992), Chang (2000), and Siaw (2012). The data is analyzed by using holistic-content and categorical-content method proposed by Lieblich et al. (1998). The result includes: (1) pre-service teachers’ teaching beliefs are transformed due to professional training and overseas teaching experiences, (2) pre-service teachers’ teaching beliefs share several similarities in general aspect, but have differences in specific aspect resulting from various situated contexts, (3) oversea internship, as a means to learn how to teach Chinese, brings challenges and affordance to them as well as their personal growth. Based on the result, the study comes up with some suggestions for the theory, teaching abroad internship, Chinese teaching education institution, Chinese teachers, and future study. en_US dc.description.tableofcontents 目錄第一章 緒論 1第一節 研究背景與動機 1第二節 研究問題 2第三節 名詞解釋 2第四節 研究架構 3第二章 文獻探討 5第一節 教學信念的概念與定義 5第二節 教學信念相關研究 10第三節 華語教學實習相關研究 13第三章 研究方法 21第一節 研究方法與流程 21第二節 研究參與者 24第三節 研究資料蒐集 25第四節 研究分析方法 27第四章 個案分析 29第一節 個案（一）：小燁 29第二節 個案（二）：小碧 50第五章 跨個案分析 74第一節 實習前後信念的變化 74第二節 海外實習經驗與教學信念的關聯 81第三節 海外實習作為學習華語文教學場域的機會與挑戰 86第六章 結論與建議 89第一節 研究發現概要 89第二節 對理論研究的建議 91第三節 對海外華語文教學實習計畫方面的建議 91第四節 對職前華語文教師的建議 92第五節 研究限制與未來研究 92參考文獻 94附錄一：海外教學實習經驗及外語教學信念訪談大綱 100 zh_TW dc.format.extent 2151547 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1031610131 en_US dc.subject (關鍵詞) 華語文教學信念 zh_TW dc.subject (關鍵詞) 海外實習 zh_TW dc.subject (關鍵詞) 個案研究 zh_TW dc.subject (關鍵詞) Chinese teaching belief en_US dc.subject (關鍵詞) Overseas internship en_US dc.subject (關鍵詞) Case study en_US dc.title (題名) 兩位職前華語文教師海外教學實習及教學信念之變化：個案研究 zh_TW dc.title (題名) Two pre-service Chinese teachers’ overseas internship and changes in teaching beliefs: A case study en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) （一）中文：王文科（編譯）（2000）。質的教育研究法。台北市：師大書苑。王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8(2)，84-98。朱苑瑜、葉玉珠（2003）。實習教師信念改變的影響因素之探討。師大學報：教育類，48(1)，41-66。吳明隆、陳火城（2007）。高雄市國小教師數學教學信念與自我知覺教學效能關係之研究。學校行政，48，113-132。吳紀廷（2011）。屏東地區華語教師教學信念與教學行為關係之研究（碩士論文），國立屏東教育大學，屏東縣。取自http://hdl.handle.net/11296/77tp8n宋如瑜（2008）。反思性模擬教學－銜接理論與實踐的華語師資培育策略。中原華語文學報，2，179-203。宋如瑜（2009）。從 CSL 到 CFL 情境的教學探討——應華系學生的印尼實習反思。中原華語文學報，4，75-91。李孟寰（2012）。荷蘭萊頓大學漢學系的專業及人文精神：新手華語文教師教與學的歷程。台灣華語文教學，13，61-64。沈連魁、劉從國（2007）。教師教學信念意涵之探討。中正體育學刊，1(1)，1-11。汲傳波（2016）。職前國際漢語教師語言教學信念發展研究。華文教學與研究，3，54-62。林欽惠（2016）。德國中文教學概況──海外視角下的師資培育。臺灣華語教學研究，12，67-98頁。林曉雲（2017年4月20日）。華語教學能力認證考試簡章出爐 累計3866人獲認證。自由時報。線上檢索日期：2017年10月10日。網址：http://news.ltn.com.tw/news/life/breakingnews/2041913。邵佩欣（2012）。由外語學習歷程與信念探討職前華語文教師之教學信念（碩士論文），國立政治大學，台北市。取自http://thesis.lib.nccu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dallcdr&s=id=%22G0097161017%22.&searchmode=basic范姜沛柔（2015）。臺灣華語教學相關科系之發展與現況研究（碩士論文），文藻外語大學，高雄市。取自http://hdl.handle.net/11296/n4agse高強華（1996）。師資培育問題研究。台北市：師大書苑。張碧玲（2000）。國民中學英語教師對溝通式教學觀之信念研究（碩士論文），國立臺灣師範大學，台北市。梁鳳珠（2012）。教師教學信念之影響因素分析。教育研究論壇，3(2)，157-172。許奭丞（2016）。華語實習教師實習歷程探究－以釜山華僑中學為例。僑教與海外華人研究學報，5，1-48。陳依華、曾詩情、源曼琪（2012）。海外華語教學實習經驗分享。台灣華語文教學，12，65-67。陳雪妮（2017）。學海築夢墨西哥華語文教學實習。教育部學海築夢計畫成果報告，未出版。線上檢索日期：2018年05月05日。網址： https://nureport.moe.gov.tw/DownloadList/Download?FileGrpId=5444黃子耘（2014）。探討實習課對職前華語文教師教學信念與教學行為之影響（碩士論文），國立政治大學，台北市。蔡旻芫（2015）。美國聖路易斯小學華語教學實習記。華文世界，116，84-89。蔡敏玲、余曉雯（譯）（2003）。敘說探究：質性研究中的經驗與故事（原作者：D. 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