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问卷调查发现,在教师非言语行为中,最受各国留学生关注的是教师的副言语“声音”。本文以教师教育理论为指导,采取校本行动叙事研究方法,选取从零起点班到初中级班三位优秀百分教师,分别对其课堂的副言语行为进行量化分析研究,首次描述汉语教师的“副言语”行为表现,分析和探究令外国学生百分百满意的国内高校优秀汉语教师“副言语”行为的特色和风格,总结出三种受国内高校汉语本科专业和普通语言进修生欢迎的优秀教师教学风格——即“文雅亲和型”“简练干脆型”和“幽默风趣型”。本研究旨在为教师副言语行为研究提供分析的方法,并为国际汉语教师培训和专业人才培养提供可资借鉴的范例。
The questionnaire survey found that among the non-verbal behaviors of teachers, most of the foreign students concerned are the teachers’ sub-language “voice ”. Guided by the theory of teacher education, taking the method of school-based narrative research, this paper selects three excellent percentage teachers from zero-starting-class to junior-middle-grade classes, and conducts quantitative analysis on their subversive behaviors in the classroom. The “sub verbal ” performance, analysis and exploration of foreign students fully satisfied with the excellent Chinese teachers “subverbal ” behavior characteristics and style, summed up three by the domestic college Chinese undergraduate majors and general language training Students welcome the excellent teaching style of teachers - that is, “elegant affinity” “concise simple type ” and “humorous type.” The purpose of this study is to provide an analytical method for teachers’ research on secondary language behavior and to provide examples for the training of international Chinese teachers and training of professionals.