Research On Professional Qualities Of Chinese Language Assistant Who Works In The Primary And Secondary School In The State Of Victoria In Australia

With the promotion of China’s international status, the Chinese language gains more and more attention from the international community. Vitoria as a pioneer in broadcasting Chinese language already set Chinese language as one of their priority languages to teach.They provide a lot of policy support and carried out a number of projects aim to promote the development of Chinese education in Victoria. ATC (Assistant Teacher for Chinese) is one of those projects which involves Chinese graduate students to assist in primary or secondary schools and it develops so fast since it first introduced in2008which makes the issue of Chinese language teachers’professional qualities requirements become particularly important. So attempting to solve this problem becomes the main purpose of this thesis.The innovation of this thesis is mainly lied in the following two aspects:firstly, the object of the thesis is the professional qualities that Chinese Language assistants who work in primary and secondary schools in Victoria of Australia should possess, which haven’t been fully studied before; secondly, the thesis involves opinions from four aspects which are Chinese Language assistants, middle school students, the education departments officials and local Chinese teachers. The main methods are questionnaires and interviews, combined with personal reflections and teaching logs.The thesis is divided into six chapters.Chapter one is the definition of core conceptions such as "ATC","Professional Qualities" and summarization of previous research of this area;The second chapter to the fourth chapter respectively research the opinions of Chinese language assistants, primary and secondary school’students in Victoria, education department officials and local Chinese teachers about what professional qualities Chinese language teachers who teach in primary and secondary schools should possess;The fifth chapter makes the comparison between results we obtained in previous chapters and the domestic training for language teachers, trying to find out the deviation of two aspects and putting forward some suggestions based on the findings;The last chapter is the conclusions, we draw the following conclusions:(1) Chinese language teachers need to have classroom management ability, interpersonal communication ability, a solid foundation of Chinese knowledge as well as familiar with the Australian education policies,school’s rules.(2) School students hold high requirements about Chinese language teachers’professional qualities in personalities such as patient and full of passion. In addition, the ability to establish positive relationships with students and manage the whole classroom is also students’main concerns. But it verifies in the different students of different genders, birth backgrounds and periods of learning Chinese (3) Victoria local Chinese teachers reckon Chinese language assistants can make great progress in understanding the Victorian education policy and curriculum standards, students, and classroom management.(4)School leaders of primary and secondary schools in Victoria prefer Chinese language teachers possess a comprehensive and meticulous qualities which involves both macro and micro levels.(5)The deviation between professional qualities Chinese language teachers should possess and domestic training is mainly reflected in the content of training. The provided training courses is lack of classroom management, Victorian education policy and curriculum standards as well as English training. What’s more, the training mode is more traditional and conventional.(6) In order to strengthen Chinese language assistants’ training, we put forward the following suggestions:first of all, classify Chinese language assistants to Victoria from other assistants so as to provide more specific guidance; secondly, adjust the traditional training model based on training content, purposes and objectives.