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Chinese Language Teaching Methodology and Technology

Chinese Title

当前中美线上中文教学研训活动项目的知识技能布局

English Abstract

Since the coronavirus outbreak, multiple academic institutions have held online seminars that have been beneficial to Chinese language teachers' professional development (PD). However, it remains unknown whether the PD programs are appropriately designed regarding selecting topics and presenters. A total of 432 presentations of this study were retrieved from six Chinese and American organizations during the pandemic from May 1, 2020, to April 30, 2021. The content analysis approach was employed to analyze and categorize the framework of Technological Pedagogical Content and Teacher's Soft-Skill Knowledge (TPACKS) into different themes and layouts of those presentations. The results indicate that Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), and Pedagogical Knowledge (PK) are more of a concern than other category components. The Technological Knowledge (TK), Content Knowledge (CK), Technological Content Knowledge (TCK), Technological Pedagogical, and Content Knowledge (TPACK) are a lower priority. The study also found that the number of independent presenters from universities is large, while that of K-12 school teacher presenters is low. However, there are many reports on cross-level cooperation among teachers in universities and K-12 schools. In addition, the teachers' soft skills (S) categories have also received greater attention. Especially for increased awareness of non-traditional skills such as cross-cultural skills, meta-cognition and planning, and systemic thinking.

Chinese Abstract

新冠疫情使得许多传统的国际汉语教学研训活动不得不改为线上，许多教师专业成长学术机构在全球中文教师专业发展方面做出了巨大努力，举办了大量研讨培训活动，这些活动极大地突破了地域限制，使得全球的中文教师因此受益。但鉴于主、客观原因，活动设计缺乏协调和默契，总体布局是否合理需要探明。本研究汇总了疫情期间从2020年5月1日至2021年4月30日432场中美六大组织机构举办的中文教师研训活动，比对TPACKS教师知识技能结构理论，分析培训活动的主题布局。结果显示，学科教学知识类、科技支持教学的知识类、教学法知识类研训活动最为丰富，但对科技知识、内容知识以及融合科技、教学法与学科教学的高级综合知识重视不足；另外，研究也发现大学教师独立报告人数量居多，中小学教师独立报人数量过少，但大、中小学教师跨层次合作报告为数不少，另外教师软技能研训活动也受到较大重视，特别是对国际汉语教师的跨文化技能、自我认知规划、大格局系统化思维等非传统知识技能的认识增强。

Manuscript Language

Chinese

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