Research On The Basic Quality Of International Chinese Teachers Based On The Teacher Standards Of Kentucky, USA

Qualification guarantees that people entering a professional field must receive rigorous training.Similarly,teachers need to be certified as a professional field.To this end,the United States has developed a trinity of teacher professional standards in order to ensure teacher education,so that all people engaged in the education industry have corresponding professional standards,and its significance is significant.As Ravitch,an American scholar,puts it,“standards” are a goal.At the same time,“standards” are also a model.They are a sample,and they are the basis for everyone to make judgments or decisions.Progress meter.So for teachers,standards are also goals.Teachers also promote student learning while achieving their goals.This study mainly uses comparative analysis,literature analysis,and case study methods.In the comparative analysis of the “International Chinese Teacher Standards”and the Kentucky Teacher Standards,we took the Boyle Campus in Kentucky,USA as an example to the current visit to Kentucky.Interpretation and Comparison of Chinese Teachers’ Literacy Standards.On the basis of the relatively mature standards of Chinese language teachers in China,the suggestions for perfecting the literacy of Chinese teachers in Kentucky are proposed in a targeted manner,and the implementation of the Kentucky Teacher Standard in the field of Chinese international education is perfected.Scientific and reasonable teacher standards have important theoretical support for teacher training,teaching practice,and self-assessment.The foreign language teaching theories and systems vary from country to country.‘The stone of other hills can be used to attack jade.’ If the Chinese language teachers can go to their country’s second language teaching standard,they can use the best of them to improve the system of International Chinese Language Teacher Standards,so that Chinese teachers can follow rules and rationalize when they visit China for Chinese language and cultural promotion.We can not only let "national standard" achieve the full of vitality and development,but also gain the meaningful result of this research.In the same way,the promotion of Chinese international education in foreign countries is full of challenges and difficulties.In order to avoid teaching risks and strive for the best Chinese teaching results,we also need to profoundly understand the connotations of Chinese and foreign language teacher standards,test truths with practice,and develop the truths by the process.