Research On The Information And Communication Technology Competence Of International Chinese Teachers In The Context Of Smart Education

With the significant improvement of China’s comprehensive national strength,the field of international Chinese language education is thriving,and the modernization process of China’s education system is also constantly deepening.The construction and application of a large number of international Chinese smart education cloud platforms and smart classrooms both domestically and internationally have led to the gradual entry of international Chinese education into the exploration and development stage of smart education.From the perspective of smart education,stricter requirements have been put forward for the ICT ability of international Chinese language teachers.However,although there is still sufficient research on teachers’ ICT abilities in China,the research objects are mostly limited to subject teachers in primary and secondary schools.There is relatively little research on the ICT abilities of international Chinese language teachers,and empirical research cases are lacking.Therefore,we should give full attention to the ICT capabilities of international Chinese language teachers.This study focuses on international Chinese language teachers as the survey subjects.Through the distribution of electronic questionnaires,effective collection,and technical statistics,combined with face-to-face interviews with international Chinese language teachers,the basic status of international Chinese language teachers’ ICT ability is explored.The purpose is to understand the overall and various dimensions of the performance of international Chinese language teachers’ ICT ability,and analyze the factors that affect the ICT ability of international Chinese language teachers.The survey questionnaire includes the basic background information of the respondents and six dimensions of scale questions.Based on SPSS data analysis,the overall performance,influencing factors,and correlations between the six dimensions of international Chinese teachers’ ICT ability were obtained.The survey results indicate that international Chinese language teachers’ ICT abilities are at a moderate level;Among the six specific dimensions of ability,the ICT awareness dimension has the highest average value,while the ICT resource selection and application dimension has the lowest average value The dimensions of ICT assisted teaching,ICT support for international Chinese language teaching,ICT support for personal development,and ICT support for recreation are basically between 3.6 and 3.8.There are slight differences in the specific scores of each dimension,but there is no significant sudden increase or decrease overall.The survey results also found that there are differences in individual dimensions of the profession of international Chinese teachers;There are significant differences in teaching experience and the number of ICT training sessions for almost all dimensions;In terms of other factors,community influence,the level of improvement of the ICT environment in the workplace,the level of initiative of international Chinese teachers in applying ICT,and the presence of a specialized ICT guidance department all have an impact on the ICT ability of international Chinese teachers.Among them,"the level of improvement of the ICT environment in the workplace" and "the level of initiative of international Chinese teachers in applying ICT" have the most significant impact on the ICT ability of international Chinese teachers.The innovation of this article lies in focusing on the background of smart education,summarizing and extracting core dimensions from the requirements of international Chinese education cloud platforms for international Chinese teachers,and comparing them with various domestic and international standards.In addition,due to natural subjective and objective limitations,this study has some shortcomings.Among the factors that affect the ICT ability of international Chinese teachers,the adjusted R side is only 0.434,which fails to find more influencing factors more comprehensively;There has also been no detailed research on the identity of international Chinese language teachers,such as volunteer teachers and senior teachers.