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Nội dung
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对外汉语教师职业倦怠:现状与对策 = Job Burnout of Chinese Teachers:Current Situation and Counter Measures. / 郭睿.
// Language teaching and linguistic studies. 2014, No. 6 (170)
// 语言教学与研究 2014, 第6卷 (170) 20-28 p. In the study that is described in this paper,the current situation of job burnout of Chinese teachers was investigated with Maslach Burnout Inventory(MBI),and 12 representative Chinese teachers were interviewed.Based on these,it is claimed that the situation of job burnout is not serious in general,but dimension of Emotional Exhaustion has appeared moderate burnout.While gender and title have no significant effect on three dimensions of job burnout of Chinese teachers,degrees they have obtained do have an extremely significant impact on the dimension of Diminished Personal Accomplishment;and years of service credit as a teacher also has an extremely significant impact on the dimension of Emotional Exhaustion.At the end of the paper,a few strategies are put forward to alleviate job burnout of Chinese teachers.
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汉语教师和学习者对课堂纠错反馈信念和态度的比较 = Chinese Teachers and Students Beliefs and Attitudes Regarding Corrective Feedback / 祖晓梅; 马嘉俪.
// 漢語學習 = Chinese Language Learning (Hanyu Xuexi) 2015, No.4. 吉林省延吉市 : 双月, 2015.p. 66-75. The mismatch between student and teacher beliefs on corrective feedback can negatively affect student satisfaction with teacher implementation of corrective feedback and hamper second language acquisition. This article provides a report of an exploratory study which investigates and compares the beliefs and attitudes of Chinese learners and teachers regarding who,what,when,how,and why to correct errors in classrooms. A total of 194 students and 67 teachers responded to 21 closedended questionnaires and three semi-structured questions. The results revealed that the students strongly favored direct and immediate corrective feedback from teachers,valued corrective feedback on grammatical errors,and preferred a rule explanation strategy. In contrast,Chinese teachers favored implicit and self-repair corrective strategies. The article also analyzes the reasons behind these belief gaps and discusses the pedagogical implications of such research.
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海外环境下中外教师的合作教学 = A Research on Co-Teaching Partnership between Chinese and Foreign Teachers Overseas. / Zhu Yong.
// Language teaching and linguistic studies. 2014, No. 3.
// 语言教学与研究 2014, 第3卷 北京 : 北京语言大学语言研究所, 2014.36-44 p. In recent years,Chinese teachers are becoming the bottleneck of the international promotion of Chinese.The strategy of localizing the teachers is executed gradually in order to solve the problem fundamentally.With the increase of the number of the local Chinese teachers,the chances for the local teacher to cooperate with Chinese teachers will also be increased,which at the same time might also cause some problems.This article intends to investigate such problems found in Italy by observing the teaching logs,classroom observations and interviews.It describes and analyzes the strengths and weaknesses of the coteaching of Chinese and foreign teachers.The issues about how to promote teachers’ desire for cooperation and how to strengthen the interaction between the Chinese and foreign teachers are also discussed.
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