A Study On The Standards And Qualities Of Chinese Teachers In The International Comparative Perspective

Nowadays, a distinguished characteristic of comprehensive national strength competition among countries is the increasing importance of culture. More and more countries treat cultural soft power as an essential part of national development strategy. Strengthening Chinese cultural soft power is regarded as a national strategy, and Chinese language is the best carrier of Chinese culture. The Chinese language’s globalization is becoming a great cause of China, and Chinese teachers have played an important role in this cause.Under the circumstance of the increasing demands of worldwide Chinese language learning, the issues like standards for teachers of Chinese, fundamental qualifications of Chinese teacher, Chinese teacher education have become essential topics which need concentration and discussion in the theory and practice of teaching Chinese as a second language. The research of standards and qualifications of Chinese teacher will contribute to the standards-making and the improvement of the Chinese teacher education system.Methods adopted in this dissertation include:literature survey, data analysis and case study method. The paper has analyzed three second language teacher standards of the United States, Australia and compared with "Standards for Teachers of Chinese to Speakers of Other Languages". Suggestions for improvement have been offered by using the second language teacher standards of other countries for reference. Twenty Chinese teacher employment advertisements have been collected from American relevant website, and the post description and qualification have been analyzed by using case study method. It’s an effective way to clarify the necessary qualifications of Chinese teachers working overseas. The courses of TESOL (Teaching English to Speakers of Other Languages) of fifteen universities in the United States have been analyzed, and the purpose is to explore the principal and theory of TESOL teacher education. By comparing TESOL courses with MTCSOL (Master of Teaching Chinese to Speakers of Other Languages) courses, the suggestions for improvement have been proposed. On the ground of the above discussion, the paper summarizes the essential qualifications of Chinese teacher from three dimensions— standards for teacher, market demand of Chinese teachers and course arrangement of second language teacher education. Furthermore, the theory model of the necessary qualifications of Chinese teacher has been provided.This dissertation is composed of six chapters. Chapter One is a brief introduction of the full text, and the significance and value of the research, research methods and the major elements are introduced in this chapter. Chapter Two introduces and analyzes three second language teacher standards of the United States, Australia. The experiences of standards-making of other countries and the unlined teacher education theory could be reference of our own standards-making. Chapter Three analyzes "Standards for Teachers of Chinese to Speakers of Other Languages" and discusses the experiences we can learn from the second language teacher standards of other countries. Chapter Four is the empirical study of qualifications of Chinese teachers working overseas. Twenty Chinese teacher employment advertisements have been collected from American relevant website, and the post description and qualification of Chinese teachers have been analyzed as studying cases. The discussion of necessary qualifications of Chinese teacher from the perspective of marketing demand is beneficial to the realistic understanding of what kind of Chinese teacher is qualified for the teaching post; and also beneficial to build the market demand oriented Chinese teacher education system. Chapter Five focuses on TESOL courses arrangement and TESOL teacher education theory. The information and data of TESOL courses of fifteen American universities have been collected and compared with MTCSOL courses. Researching the Chinese language teaching in the system of the second language teaching can broaden the academic scope, and help us to understand explicitly and comprehensively about history and reality of second language teaching. It also helps us to acquire advanced experiences of second language teacher education of western countries. Meanwhile, combining with uniqueness of the Chinese language teaching, it is helpful for form a better Chinese teacher education system. Chapter Six is concerned with Chinese teacher education theory. By concluding all the discussion above, the fundamental qualifications of Chinese teacher have been clarified from three dimensions— standards for teacher, market demand of Chinese teachers and course arrangement of second language teacher education. The theoretical model of the necessary qualifications of Chinese teacher has been proposed as a research result, and this result provides theory basis and guiding principle of Chinese teacher education.The innovations of this dissertation lie in the first hand research materials. One of three teacher standards is issued last year, and two of them are still virgin land for researchers. The Chinese teacher employment advertisement and the TESOL courses of American universities are all collected from website, and the facticity and instantaneity of research objects are guaranteed. Moreover, the theory of Chinese teacher qualification is founded on the analysis from three perspectives: standards for teacher, market demand of Chinese teachers and course arrangement of second language teacher education, and future tendency of Chinese teacher education is also discussed.