Research On The Teaching Practice And Reflection Of Pre-service TCSOL Teachers

TCSOL teachers are not only professors and bearers of Chinese language and culture,but also practitioners and reflectors of teaching.Therefore,an in-depth study of TCSOL teachers has positive practical implications:it can promote the professionalization and quality of the TCSOL teacher workforce,as well as the development of the discipline of TCSOL.Based on the perspective of reflective practitioners,this research adopts a qualitative research approach,taking the teaching process of pre-service TCSOL teachers as the starting point and using the video of the final of the First Teaching Skills Competition of a university in Beijing as the main research material to investigate the teaching practices and teaching reflections of TCSOL teachers at the pre-service stage,analyzing the key factors affecting the development of their teaching practice and reflection ability and making corresponding suggestions,ultimately providing some ideas for the cultivation and professional development of MTCSOL.The thesis consists of five chapters.The main process of the research includes three aspects:firstly,the teaching practices of ten pre-service TCSOL teachers were observed and described according to the Teaching Observation Scale,and their strengths and weaknesses were identified based on analyzing the teaching practices;secondly,the teaching videos were used as a stimulus source to implement stimulated recall for six pre-service TCSOL teachers,and then a transcribed stimulated recall text of about 20,000 words was collated and used for analyzing the pre-service TCSOL teachers’ teaching reflections;finally,semi-structured interviews were conducted with the six pre-service TCSOL teachers to find out their overall level of teaching practice and reflection ability.The main findings and insights of the research can be summarized as follows:the teaching practices of pre-service TCSOL teachers are characterized by the lack of Chinese language knowledge,contextual teaching content,interactive teaching methods and multimodal teaching resources;pre-service TCSOL teachers’ teaching reflection focuses on their own teaching practices and is mainly technical and practical in nature;the internal factors that influence pre-service TCSOL teachers’ teaching practice and reflection ability are mainly teaching skills,teaching experience,observation experience and personal background,while the external factors are mainly the curriculum,professional guidance and the application of educational technology.On this basis,suggestions are made for guiding and promoting the development of pre-service TCSOL teachers’ teaching practice and reflection ability:not only is it necessary for universities and relevant institutions to provide some necessary external supports such as curriculum and theoretical research,but also pre-service TCSOL teachers need to raise their awareness of professional development,seriously increasing their understanding of Chinese language knowledge,actively seeking opportunities for practice and participating in professional activities,and expanding methods and approaches for self-reflection.