華語教師的教學能力與教學理論修養

本文介紹了作者在華語教學實踐中進行的四個方面的探索和實驗，試著進行機制上的解釋和理論和方法上的探討：1.教學要適應學生的學習基礎，加大「可懂輸入」，運用心理暗示，激發學生的學習積極性2.探索適應學生學習心理特點的教學方法。3.運用現代網路技術改革華文閱讀教學。4.興趣是學習的最大動力，華語教師要把目標集中在培養學生漢語理解和表達的興趣上。本文還把這些探索和實驗，跟當前西方現代人文教育研究中的一種新的思潮－「敘事轉向」聯繫起來，提出在華語文教學中引進「教育敘事」理論，從探求理論與事實之間的「有限表達」，即從描述所有人的生存體驗入手來逐步「接近」真理，是一個符合認知科學規律的、切實有效的突破口。

關鍵字

華語教學理論和方法；教育敘事

並列摘要

The paper introduces the author's explorations and experiences in four ways and tries to make explanations in mechanism in theory.1. The teaching should keep pace with the students' foundations and strengthen the ”input of comprehensible knowledge”. The psychological implication should be put into practice to stimulate the students' activity in learning.2. The teaching methods in line with the students' psychological characteristics should be developed.3. The modern network skills should be involved in the teaching of Chinese.4. The teachers of Chinese should try to arouse the students' interest in learning as interest is greatest power.The paper also associates ”narrative turn”, a prevalent stream of thought in the research of humanities education in the West. The author calls for the theory of ”narrative education” in the teaching of Chinese, discusses the ”limited expression” between theory and practice, that is to say to ”approach” the truth by describing experiences of peoples' existence. This is a breakthrough which caters to the cognitive science.