摘要
本研究以596名参与过2020年线上培训的国际中文教师的调查文本为材料,使用NVivo12软件进行分析,并结合培训迁移理论分析国际中文教师的线上培训成效.研究发现:线上培训后国际中文教师在行为层面的培训迁移有六个子类属,分别为教育技术、教学态度与反思、教学设计、教学能力、教学理念与教学评估调整;在结果层面有三个子类属,分别为教师变化、学生变化和课堂变化;迁移行为与迁移结果互相依存互相促进,形成了国际中文教师培训迁移成效内部的正循环.希望线上培训成效评估能进一步关注培训后的教师培训迁移情况,并为教师培训迁移提供后续支持,让国际中文教师不断突破教学茧房以实现自我发展.
Abstract
This study uses the questionnaire data of 596 international Chinese teachers who participated in an online training in 2020 as the material,employs the NVivo12 software to code and summarize the response texts,and analyzes the training effect of international Chinese teachers in the light of the training transfer theory.The study finds that the effec-tiveness of online training for international Chinese teachers can be divided into two catego-ries:transfer behaviors and transfer results.The study finds that there are six sub-catego-ries in the training transfer of international Chinese teachers at the behavior level after online training,namely educational technology,teaching attitude and reflection,instructional de-sign,teaching philosophy,teaching ability and teaching evaluation adjustment;there are three sub-categories at the outcome level,i.e.,teacher change,student change and class-room change;transfer behavior and transfer results are interdependent and mutually reinfor-cing,forming a positive internal cycle of the transfer effect of overseas Chinese teacher train-ing.It is hoped that the online training effectiveness evaluation will pay more attention to the transfer of teacher training afterwards,and provide follow-up support for the transfer of teacher training,so that international Chinese teachers can continue to break through the teaching cocoon to achieve self-development.
NETL
NSTL
万方数据