述，作者按照时间顺序将S教师实践性知识的发展过程分为
“
赴任前”�崳�
和
“赴
任后
”
两个阶段分别进行研宄，得出第一阶段影响S实践性知�崳�
识发展的因素主要包括内在因素方面的个人学习生活经历和教学经�崳�
验，外在因素方面的国家汉办汉语志愿者教师选拔考试和岗前培训。�崳�
第四章是对赴任后S教师实践性知识发展的论述分析，得出赴任后影�崳�
响S实践性知识发展的因素主要包括内在因素方面的个人专业发展�崳�
的主动性、教学实践与反思，外在因素方面的学校政策、制度和人际�崳�
交往活动。第五章是针对汉语国际教育专业硕士实践性知识的发展提�崳�
出相应策略，针对第三、四章中分析得出的影响因素，从提高汉语国�崳�
际教育硕士生的自我发展意识和创造有利的外部条件两方面提出建�崳�
议。�崳�
关键词：汉语国际教育专业硕士；实践性知识；叙事研究；个案研宄�崳�
II�崳�
Abstract�崳�
The�爌ractical�爇nowledge�爋f�爐eachers�爄s�燼�爇ey�爁actor�爐hat�燼ffecting�爐he�崳�
professional�爂rowth�爋f�爐eachers．�燱ith�爐he�爄ncreasing�爋f�燙hinese�爈anguage�崳�
fever�爄n�爎ecent�爕ears，�爐he�爎esearch�爋n�爌ractical�爇nowledge�爋f�爄nternational�崳�
Chinese�爐eachers�爃as�燽ecome�燼�爃ot�爄ssue�爄n�爐he�爄nternational�爀ducation�崳�
circles�爋f�燙hinese．�燗s�爐he�爎eserve�爁orce�爋f�爄nternational�燙hinese�爐eachers，�崳�
the�爎esearch�燼bout�爐he�燿evelopment�爋f�爌ractical�爇nowledge�爋f�燤aster�爋f�崳�
Teaching�燙hinese�爐o�燬peakers�爋f�燨ther�燣anguages�牐∕TCSOL）�爄s�爋f�爂reat�崳�
significance�爐o�爐he�爈ong－term�燿evelopment�爋f�爐he�燙hinese�爈anguage�崳�
international�爀ducation�爉ajor．�崳�
This�爌aper�爎egards�爐he�燼uthor�爃erself�牐⊿）�燼s�爐he�爎esearch�爋bject，�崳�
mainly�爑ses�爐he�爉ethod�爋f�爈iterature�爎esearch�燼nd�爊arrative�爎esearch�爐o�崳�
find�爋ut�爐he�爇ey�爀vents�燽ehind�爐he�爌ersonal�爈ife�爃istory�燼nd�爐eaching�爈og�崳�
of�燬�燼nd�燼nalyze�爐hem，�爐o�燿iscover�爐he�燿evelopment�燾ourse�燼nd�崳�
influencing�爁actors�爋f�燬＇s�爌ractical�爇nowledge，�燼nd�爌uts�爁orward�爏ome�崳�
suggestions�燽ased�爋n�爐hese�爁actors，�爃oping�爐o�爌romote�爐he�燿evelopment�爋f�崳�
the�爌ersonal�爌ractical�燼bility�爋f�燤TCSOL．�崳�
This�爌aper�爄s�燾omposed�爋f�爁our�爌arts：�爐he�爁irst�燾hapter�爄s�爄ntroduction，�崳�
it�爉ainly�爄ncludes�爐he�爌urpose�燼nd�爉eaning�爋f�爐he�爎esearch，�爐he�爎esearch�崳�
methods，the�爎esearch�爋bjects�燼nd�爐he�爐eachers，�爌ractical�爇nowledge�崳�
which�燼re�燾losely�爎elated�爐o�爐his�爎esearch，and�爐he�爌resent�爏ituation�爋f�崳�
in�崳�
MTCSOL．�燭he�爏econd�燾hapter�爉ainly�燿iscusses�爐he�燾omposition�爋f�崳�
practical�爇nowledge�爋f�爄nternational�燙hinese�爐eachers．�燜irstly，�爐he�燼uthor�崳�
briefly�爀xpounds�爐he�燾ontent�爋f�爐eachers＇�爇nowledge�燼nd�爐he�燾omposition�崳�
of�爐eachers＇�爌ractical�爇nowledge，�爐hen�爐ry�爐o�爉ake�燼�燿efinition�燼nd�崳�
classification�爁or�爐he�爌ractical�爇nowledge�爋f�爄nternational�燙hinese�崳�
teachers�爋n�爐he�燽asis�爋f�爐he�爌revious�爎esearch�爎esults�燼nd�爐he�爏tandards�爁or�崳�
international�燙hinese�爐eachers，�爐he�燼uthor�爏ummarizes�爐he�爌ractical�崳�
knowledge�爋f�爄nternational�燙hinese�爐eachers�爄nto�爁ive�燾ategories：�崳�
education�燽elief，�爇nowledge�燼bout�爏elf，�爇nowledge�爋f�爏ubject，�爇nowledge�崳�
about�爏tudents，�爇nowledge�燼bout�爀ducational�爏ituation．�燭he�爐hird�燾hapter�崳�
is�燼n�燼nalysis�爋f�爐he�爌re－service�燿evelopment�爋f�爌ractical�爇nowledge�爋f�燬．�崳�
The�燼uthor�燿ivides�爐he�燿evelopment�爌rocess�爋f�爐eachers＇�爌ractical�崳�
knowledge�爋f�燬�爄nto�爐wo�爏tages：�爌re－service�燼nd�燼fter－service，�燼nd�爐hen�崳�
analyze�爐hem�爏eparately，�燾onclude�爐hat�爄n�爐he�爁irst�爏tage�牐��爐he�爁actors�崳�
influencing�爐he�燿evelopment�爋f�爌ractical�爇nowledge�爋f�燬�爉ainly�爄nclude�崳�
the�爌ersonal�爈earning�爀xperience�燼nd�爐eaching�爀xperience�爄n�爐he�燼spect�爋f�崳�
individual�爄nternal�爁actors�燼nd�爐he�爏election�爀xamination�燼nd�爌re－service�崳�
training�爋f�燙hinese�爒olunteers�爄n�燙hina�爄n�爐he�燼spect�爋f�爀xternal�爁actors；�崳�
The�燜ourth�燙hapter�爄s�燼n�燼nalysis�爋f�爐he�燼fter－service�燿evelopment�爋f�崳�
teachers＇�爌ractical�爇nowledge�爋f�燬，�爄t�爄s�燾oncluded�爐hat�爄n�爐he�爏econd�崳�
stage�牐瑃he�爁actors�爄nfluence�爐he�燿evelopment�爋f�爌ractical�爇nowledge�爋f�燬�崳�
mainly�爄nclude�爐he�爄nitiative�爋f�爌ersonal�爌rofessional�燿evelopment，�崳�
rv�崳�
teaching�爌ractice�燼nd�爎eflection�爄n�爐he�燼spect�爋f�爄ndividual�爄nternal�爁actors，�崳�
the�爏chool�爌olicy，�爏ystem�燼nd�爄nterpersonal�燼ctivities�爄n�爐he�燼spect�爋f�崳�
external�爁actors．The�爁ifth�燾hapter�爌uts�爁orward�爐he�燾orresponding�崳�
strategies�爁or�爐he�燿evelopment�爋f�爐he�爌ractical�爇nowledge�爋f�燤TCSOL�爋n�崳�
how�爐o�爄mprove�爐he�爏elf－development�燾onsciousness�燼nd�燾reate�爁avorable�崳�
external�燾onditions�爁or�燤TCSOL．�崳�
Keywords：�燤aster�爋f�燭eaching�燙hinese�爐o�燬peakers�爋f�燨ther�崳�
Languages；practical�爇nowledge；narrative�爏tudy；case�爏tudy�崳�
v�崳姟�