Investigation And Research On The Application Status Of "Educational Narrative" Theory In TSCL Teachers

Teaching Chinese As a Second Language is not only a subject of language teaching,but also a subject of educating Chinese learners.The change of subject name from Chinese teaching to Chinese international education indicates the characteristics of humanistic education.TCSL teachers in foreign countries use narrative to describe the educational and teaching stories that have occurred,showing the experience,experience and knowledge gained by TCSL teachers in education practice,and interpreting these experiences,and discovering the significance of narrative for TCSL teachers in foreign languages.TCSL teachers in foreign countries gradually use the method of educational narrative to study,and pay less attention to how foreign TCSL teachers themselves use educational narrative to study and achieve self-development through educational narrative.This thesis mainly understands the educational teaching activities and inner world of foreign TCSL teachers as educational participants by presenting the current situation of the educational narrative understanding and practice of foreign TCSL teachers and analyzing the practice of the educational narrative of foreign TCSL teachers.This research will use the methods of quantitative and qualitative.At the beginning,it has a whole investigation and research on the foundational situation of teaching narrative of TCSL teachers by means of quantitative research.In addition,using the questionnaire survey method,187 teachers of Chinese as a foreign language were selected as the quantitative research and analysis object of this paper.This paper aims to understand the current situation of teaching narrative by TCFL teachers,and to explore their understanding of educational narrative and its implementation.This study makes a quantitative analysis from three parts: the understanding of the teaching narrative of TCSL teachers,the implementation process of the teaching narrative,and the publicity and attention of the school to the teaching narrative.Through the statistics and analysis of the questionnaire,TCSL teachers with or without educational narrative practice show interest in the cutting-edge and innovative educational narrative,It is also believed that educational narrative is an important role in the professional development and teaching of TCSL teachers.However,due to the lack of promotion and theoretical introduction of educational narrative theory in the TCSL field,the knowledge of educational narrative between foreign TCSL teachers is not deep enough.As an important way to help TCSL teachers grow up,TCSL teachers realized the importance and necessity of educational narrative to the development of TCSL teachers when they write the questionnaires.Faced with the current phenomenon of insufficient practice of teaching narrative by TCSL teachers.The author thinks that the Chinese language circle can deepen and popularize the educational narrative,make it be recognized and explored by more TCSL teachers,Strengthen the improvement of the comprehensive quality of TCSL teachers and the overall level of TCSL teachersBased on the analysis of the status quo of teaching narrative by TCSL teachers,this study summarizes the general features of teaching narrative by TCFL teachers,and selects two representative TCSL teachers as research cases,so as to conduct qualitative research on the teaching narrative by TCSL teachers.The two TCSL teachers present two different situations in their understanding and application of educational narrative theory.Teacher T,one of the TCSL teachers,spontaneously narrates education under the guidance of non-theory,while the other teacher Z carries out educational narrative consciously by using theory.This paper combines the quantitative analysis of the deficiencies of the understanding of narrative and the current situation of its implementation by the TCSL teachers,as well as the case analysis of the educational narrative texts and interviews of two teachers.It reveals the way,method,content and characteristics of two TCSL teachers’ educational narrative.This paper reflects on the problems related to the application of the theory of educational narrative for TCSL teachers and puts forward some countermeasures aimed at promoting the effective development of educational narrative for TCSL teachers.This research is made of three parts: introduction,main part and conclusion.The introduction part presents the background of this topic,the overview of educational narrative theory and research review,research content and methods,as well as the research significance and innovation of this topic.The thesis is made up of the following structure: The first chapter mainly conducts a questionnaire analysis on the status quo of teaching narrative of TCSL teachers,discusses the understanding of teaching narrative of TCSL teachers,the practice of teaching narrative of TCSL teachers,and analyzes the development of education narrative in the school;The second chapter mainly analyzes the practice of Teacher T’s unconscious education narrative under the guidance of non-theory.It is divided into three parts to discuss the path and method of education narrative under the non-theoretical consciousness,the content of education narrative focusing on teaching activities and the change and growth of Teacher T in the process of education narrative.The third chapter mainly analyzes the thematic educational narrative carried out by Teacher Z consciously using theories,which is divided into three parts: the educational narrative path under the guidance of theories,the thematic educational narrative content,and Teacher Z who grew up in the first practice of educational narrative.The fourth chapter puts forward the reflection on the teaching narrative of TCSL teachers from two aspects: the characteristics of teaching narrative of TCSL teachers and the strategies of promoting the teaching narrative of TCSL teachers.Through the statement and analysis of the above content,it is found that the current awareness of TCSL teachers to educational narrative is insufficient,and the practical application of educational narrative is still very few.TCSL teachers who have begun to practice educational narrative have different approaches to educational narrative practice due to their different degrees of consciousness in educational narrative theory,but they generally follow the characteristics of educational narrative.Through the analysis,it is also found that the educational narrative plays a helpful role in the self-cognition,teacher-student relationship,teaching ability and teaching concept of the two teachers,which is beneficial to the growth and development of the teachers.In recent years,TCSL teachers have gradually tried to use the method of educational narrative research,but there are few applied study on how TCSL teachers carry out educational narrative theory.Through the analysis of this paper,we can see that there is a lot of space for teachers in the field of TCSL teachers to practice educational narrative in the future.The analysis of the path,method and content of the educational narrative of the two TCSL teachers is expected to provide some inspiration and ideas for the future TCSL teachers and researchers who want to carry out educational narrative,so that the TCSL circle can pay more attention to the educational narrative and the practice and research results of educational narrative.