Study On Curriculum Leadership Of International Chinese Teachers In Universities

At present,with the rapid development of international Chinese education,international Chinese teachers in universities have shown problems such as relatively backward educational concepts and relatively rigid teaching methods under the new situation,which is not conducive to the high-quality development of the discipline.After investigation,this study believes that improving the curriculum leadership of international Chinese teachers in universities is the key to solving the professional development of international Chinese teachers in universities,and it is also the breakthrough and focus of solving the current crux of the development of international Chinese education.This research aims to address three main questions: What is the curriculum leadership of international Chinese teachers in universities? What is the current status of the curriculum leadership of international Chinese teachers in universities? What are the characteristics of the generation path of international Chinese teachers’ curriculum leadership in universities and the mechanism of influencing factors?The study used a mixed research method combining quantitative research and qualitative research.Through the interview method and the literature research method,the deconstruction of the basic elements of the curriculum leadership of international Chinese teachers in universities has been preliminarily completed.The Delphi expert consultation method was used to conduct multiple rounds of demonstrations to determine the constituent elements of the curriculum leadership of international Chinese teachers in universities and to construct a competency model.Through exploratory factor analysis and confirmatory factor analysis,the model framework is finally established.According to the model,the "Questionnaire on Curriculum Leadership of International Chinese Teachers in Universities" was compiled,and the status quo based on quantitative analysis was investigated,and case analysis was carried out through the interview method and classroom observation method to carry out the realistic state and generation path of the curriculum leadership of international Chinese teachers in universities.Explore.Based on the data and research results obtained in the early stage,this paper explores the mechanism of the influencing factors of the curriculum leadership of international Chinese teachers in universities,and tries to propose strategies to improve the curriculum leadership of international Chinese teachers in universities.The main conclusions of the study are as follows:As a composite model,the curriculum leadership model of international Chinese teachers in universities is composed of 3 first-level indicators,13second-level indicators.The curriculum leadership of international Chinese teachers in universities has an inverted cone structure.The curriculum comprehension ability is the foundation,the curriculum implementation ability is a key process factor,and the curriculum influence ability is an inevitable result.It is also the basis for further improvement and enhancement of curriculum construction ability.In the process of cyclic evolution,reflection and improvement are important ability factors that run through curriculum understanding ability,curriculum construction ability,and curriculum influence ability.The overall level of curriculum leadership of international Chinese teachers in universities is relatively high,the level of curriculum comprehension is higher than the level of curriculum construction,and the level of curriculum construction is higher than the level of curriculum influence.The current structural level of the curriculum leadership of international Chinese teachers in universities reflects the incoordination of ability development.There are significant differences in different degrees of teaching age,professional title,Professional background and first degree attributes in the total score of international Chinese teacher curriculum leadership in universities.Qualitative research found that the common characterization of the curriculum leadership of international Chinese teachers in universities is embodied in four aspects:adhere to the student-centered curriculum concept,possess well-structured subject teaching knowledge,provide an equal and open dialogue platform,Create a diverse and positive curriculum impact and conduct multiple dynamic curriculum evaluations.Qualitative research found that the reality of curriculum leadership of international Chinese teachers in universities is manifested as: curriculum comprehension is very important,curriculum leadership practice is an individual’s spontaneous behavior,and curriculum leadership is concentrated in the demonstration of teachers.The generation path of the curriculum leadership of international Chinese teachers in universities is: trigger events to stimulate the curriculum understanding ability of international Chinese teachers in universities,develop independent curriculum construction,produce curriculum impact,and then reflect on curriculum experience,optimize curriculum understanding ability,deepen curriculum influence,and brew new ideas.A round of collision that triggers the event.The mechanism of influencing factors of curriculum leadership of international Chinese teachers in the real curriculum situation is as follows: external factors provide objective conditions for triggering events,and internal factors provide perceptual conditions for triggering events.Under the action of subjective and objective conditions,international Chinese The generation and improvement of teachers’ curriculum leadership can be promoted,and the triggering events also play a role in optimizing the influencing factors in the process of promoting the improvement of the curriculum leadership of international Chinese teachers in universities.In response to the above research results,the research tried to put forward a strategy for improving the curriculum leadership of international Chinese teachers in universities.It believed that it should start from the four aspects of cognitive deepening strategy,cultural construction strategy,resource expansion strategy,and action improvement strategy to unify the international Chinese education resources of universities.Help the overall improvement of the curriculum leadership of international Chinese teachers in universities.