A Study On The Training Of International Chinese Teachers

Current international Chinese teachers training in setting of curriculum, trainingmethods and many other aspects are still not mature enough to meet the multipleneeds of international Chinese teachers. But with the rise of those unresolvedproblems in multiple teaching environment, international Chinese teachers are eagerto get practical trainings to solve these problems. In this context, this study proposes"multiple-practical" training mode for international Chinese teachers, by investigatingand researching on "Class Under Guidance of International Chinese Teachers TrainingOutline in Peking university", with the purpose of improving present internationalChinese teacher training.First of all, the paper summarizes previous research on international Chineseteacher training, and analyses the advantages and disadvantages of the latest"International Chinese Teacher Training Outline". On this basis, using qualitativeresearch method, the author interviews11teachers responsible for teaching of"outline class". By recording and analysing tapescripts, we get the characteristics ofcurrent training in aspects of guiding principle, teaching content, teaching methodsand assessment methods:"outline" works as the general guideline; teaching contentcovers five modules; the class is dominated by teachers and trainers are required tosubmit "training reflections" as final assessment, etc. Finally, on the basis of theseprevious research and "grounded theory", the author raises "multiple-practical"training mode for international Chinese teacher.The "multiple-practical" training mode is a newly proposed mode whichcomprises following seven aspects: theoretical basis, training goal, applied scope,operation procedure, curriculum setting, training method and evaluation method. First and foremost, this training mode focuses on "needs analysis" which is supposed to beconducted before training. The author suggests to offer students "pre-coatingcurriculum schedule","prediction roll"(which can help students to judge theirtraining needs) and questionnaire before training, and designs these material. Thenbased on feedback, we offer students final curriculum schedule which is designed andcomposed by themselves and recommended curriculum by us. Second, trainingmethod in this mode is new and varied, including "theme training","problemtraining","show salon","chat forum" and "experiencing and viewing", etc. In addition,in training content we add some new courses which haven’t appeared in old trainingbut are very important:"Differentiation and Analysis of Words with Similar Meaningsand The Methods to Teach"," Grammar Points of Chinese as The Second Languageand The Methods to Teach "," Mandarin Class", etc. Finally we propose multiple andpractical evaluation methods: in view of different training content, different personnelassessment ways should be used——to write "training reflections", make a report,give a class or take an exam and so on.