国际中文教育新手与熟手教师课堂反馈语对比研究
A Comparative Study on Classroom Feedback Language between Novice and Expert Teachers in International Chinese Language Education
摘要: 在国际中文教学中，教师课堂反馈语是影响二语习得效果的关键因素。本研究以16名国际中文教师为对象，采用课堂观察与语料分析法，对比新手与熟手教师反馈语的使用差异。结果显示：两类教师均以积极反馈为主，但熟手教师积极反馈占比更高、类型更均衡，善于运用复杂表扬、追问与补充扩展实现深度互动；新手教师反馈偏浅层化，消极反馈占比偏高，多采用直接纠错等简单方式。研究表明，教师经验显著影响反馈策略的选择与质量。基于此，从优化反馈结构、提升反馈质量、改进纠错策略、促进教师专业发展等方面提出建议，为国际中文课堂教学与教师培训提供实证参考。
Abstract: In international Chinese teaching, teachers’ classroom feedback is a key factor affecting second language acquisition. This study selected sixteen international Chinese teachers as subjects, using classroom observation and corpus analysis to compare feedback differences between novice and experienced teachers. The results show that both groups mainly use positive feedback, but experienced teachers have a higher proportion and more balanced types, tending to use detailed praise, follow-up questions and extensions for in-depth interaction. Novice teachers tend to use shallow feedback with a higher proportion of negative feedback, mostly direct correction. It indicates that teaching experience significantly affects feedback strategies. Suggestions are put forward for optimizing feedback structure, improving quality, correcting strategies and promoting professional development, providing evidence for international Chinese teaching and teacher training.
文章引用：魏婵. 国际中文教育新手与熟手教师课堂反馈语对比研究[J]. 教育进展, 2026, 16(5): 453-462. https://doi.org/10.12677/ae.2026.165878

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