Identity Study On The Professional Practice Teachers In Teaching Chinese To Speakers Of Other Languages

With the vigorous development of Chinese international education in our country,which has brought the emergence of a large number of universities and colleges with master's degree in Teaching Chinese to Speakers of Other Languages.As the future "teachers of Chinese as a foreign language",the degree of practice teacher professional identity which major in Teaching Chinese to speakers of other languages directly determines the trend of the development of international education of Chinese language in China in the future.In this paper,153 graduate students majoring in Teaching Chinese to Speakers of Other Languages in three universities in Yunnan Province are investigated.Through the literature reading,questionnaire,interview and other research methods,this study theoretically constructs the concept and structural dimension of the professional identity of practice teachers in Teaching Chinese to Speakers of Other Languages.By using the scientific statistical analysis software SPSS and AMOS to analyze concretely the postgraduates of Teaching Chinese to Speakers of Other Languages who have experienced the education practice and their views and evaluation on their roles in the practice and the profession of the teachers which major in Teaching Chinese as a foreign language,a systematic investigation and analysis of the status of professional identity of practice teachers majoring in Teaching Chinese to Speakers of Other Languages;from different gender,different location of the family,only child or not,cross-major entrance examination or not,different practice methods,monthly income and length of practice,the different teaching object,the nature of the internship school,and the degree of attention on Chinese language of the internship school to analyze the similarities,differences and reasons in the seven dimensions of professional identity under the condition of the degree of attention,and to discuss and analyze the characteristic and difference of the professional identity of the practice teachers in Teaching Chinese to Speakers of Other Languages.This study got the following conclusion :1.the practice teacherprofessional identity which major in Teaching Chinese To Speakers Of Other Languages is a multi-dimensional systematic structure,composed of one second level factor and seven first level factors.the seven first level factors are occupational cognize.occupational emotion.occupational will.occupational satisfaction.occupational behavior inclination.occupational achievability.occupational purpose and expectation.2.The practice teacher's professional identity Scale which major in Teaching Chinese To Speakers Of Other Languages formulated in this study is of fine reliability and validity;and is applicable to the measurement of the practice teacher's professional identity of Teaching Chinese To Speakers Of Other Languages.3.Different duration of internship are the most important main factors influencing the professional identity of internship teachers majoring in Teaching Chinese to Speakers of Other Languages.different internship methods are the main factors that influence the professional identity of internship teachers of Teaching Chinese to Speakers of Other Languages.Finally,the author puts forward the corresponding solutions from the national level,the training school level and the personal level to solve the problems,hoping that these measures can improve the degree of professional identity of the internship teachers in Teaching Chinese to Speakers of Other Languages to a certain extent and can also provides some help for the cultivation of master's degree in Teaching Chinese to Speakers of Other Languages.