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陈卓

广东轻工职业技术大学，中国

 

秦丽莉 

广东外语外贸大学，中国

 

摘要

国际中文教育已经进入高质量内涵式发展阶段，借鉴当下先进的理论开展实践可加速国际中文教育高质量发展进程。本研究聚焦来华修读国际中文教育专业的职前中文教师的专业实践能力，将概念教学法（ CBI）应用于教授“教学设计与管理”课程中的科学概念。研究采用混合研究方法，通过前测、后测、延时后测、案例分析以及半结构化访谈收集数据，并对 SCOBA 构建和言语化的量化数据进行分析。研究结果表明 ： CBI 有助于学习者对“课程组织”概念的内化，且效果具有可持续性，同时也有助于学习者将“课程组织”概念应用于教学设计与管理实践 ；此外， CBI 有助于学习者在专业教学理念、实践认知范式与自主发展意识层面产生正向结构性转变。研究旨在为国际中文教师专业素质提升提供有益启示。

 

关键词

概念教学法，国际中文教育，教师专业能力，教学设计与管理

 

Improving Pre-service Chinese Teachers' Practical Competence via Concept-based Instruction (CBI): Evidence from Overseas MTCSOL Learners

 

Zhuo Chen

Guangdong Industry Polytechnic University, China

 

Lili Qin

Guangdong University of Foreign Studies, China

 

Abstract

International Chinese language education has entered a stage of high-quality, connotative development. Drawing on current advanced theories to inform practice can accelerate this process. Focusing on the professional practical competence of pre-service Chinese language teachers who come to China to major in International Chinese Language Education, this study applies ConceptBased Instruction (CBI) to the teaching of scientific concepts in the course “Instructional Design and Management”. A mixed-methods design was adopted, with data collected through pretests, post-tests, delayed post-tests, case analyses, and semi-structured interviews; quantitative data on SCOBA construction and verbalization were also analyzed. The results show that CBI facilitates learners’ internalization of the concept of “curriculum organization” and that this effect is sustainable. CBI also helps learners apply the concept of “curriculum organization” to instructional design and management practice. In addition, CBI contributes to positive structural shifts in learners’ professional teaching beliefs, practical cognitive paradigms, and awareness of self-directed development. This study aims to provide useful implications for improving the professional quality of international Chinese language teachers.

 

Keywords

Concept-based Instruction, International Chinese Language Education, teacher professional competence, instructional design and management