中文教育師資建設

來自國內外多所高校的校長、專家學者，孔子學院中外方院長、教師等近500 人次與會代表參加論壇，40 位發言人參加討論。

發言人一致認為，當前漢語國際教育形勢呈現以下特點：全球漢語學習需求快速增長，對教師的需求大幅增加；漢語國際教育事業日益呈現多元化發展態勢，對教師的需求也復雜多樣；對教師和教育管理者的要求日益提高。在此背景下，漢語教師（包括本土教師、志愿者）培養培訓、教師標準作為學科和事業發展核心要素的重要性也日益凸顯。

工作坊1.基于需求的“漢語國際教育”專業建設

北京語言大學校長劉利提出了漢語國際教育專業“五個體系”建設。一是構建本碩博相貫通的一體化教師教育體系，二是構建分類培養、差異發展教師教育體系，三是構建“學歷教育”與“教師培訓”相貫通的教師教育體系，四是構建海外本土漢語教師培養、培訓教師教育體系，五是構建漢語教師評價標準和評價體系。

美國特洛伊大學高級副校長Lance Tatum 認為漢語國際教育專業人才培養首先需要幫助學生適應當地課堂管理、教學策略、學生差異、教學評估等方面的要求；二是注重培養適應當地教育體制的應對文化差異、學生背景差異等跨文化交際能力。美國肯塔基大學孔子學院修華靜院長比較了中美國際外語碩士與漢語國際教育碩士課程，認為中外培養課程應互通有無，互相借鑒，對接當地教育體制要求。

中國人民大學教授李泉認為，師資隊伍建設是學科建設的關鍵所在。漢語國際教育師資人才培養，應由以往知識考核先行的選才考核模式轉變為“素養”考核先行的考核模式。同時，重視專業基礎教育，提高漢語教學核心知識和能力的培養。奧地利維也納大學教授李夏德認為，本土漢語師資專業人才培養應注重適應崗位需求，同時還要注重中國國情、中國文化及國際關系等專業內容的學習和教學能力的養成。

埃及開羅大學孔子學院院長李哈布認為，外國大學的漢語專業人才培養定位要滿足當地社會經濟發展的需要。美國哥倫比亞大學孔子學院院長劉樂寧認為，美國中文專業學習者學習的動力來自漢語在社會中的實際應用，因此，中文專業出現“中文+（工商、法律、醫學等）”的新趨勢，要求教授中文專業的教師建構多元復合型知識結構，以適應社會對人才的需求。

工作坊2.國際中文教師標準和能力認證

與會代表認為，為適應漢語國際教育發展的新形勢，進一步推動《國際漢語教師標準》與國際接軌，加快對《標準》和能力認證方式的改革勢在必行，對于促進教師職業化專業化水平的發展有重要意義。

北京大學教授趙楊認為，對目前“大而全”的《標準》改革的三原則。一是，保證效度，側重能力導向；二是，可操作性，細化能力描述，使其更具實用性；三是，與國際接軌。華東師范大學教授葉軍認為，中國作為漢語母語國，《國際漢語教師標準》不能取代各國的教師標準，而應成為各國漢語教師培養和教師發展的引領和參照。

北京師范大學副校長周作宇認為，做好標準的本土化，實際上是在跨文化、跨國政策背景下解決教師勝任力的問題。英國倫敦理啟蒙美國國際大學教授張新生認為，標準的制定和能力認證需考慮國別和教師類型的差異性，進行分類認證。法國波爾多蒙田大學副教授邵寶慶認為，漢語教師要符合各國對教師標準的要求，并針對不同需求制訂不同的標準，解決標準對象差異性的問題，可對《標準》作量化描述并進行能力分級，便于教師本人自測與用人機構評估。美國肯揚大學教授白建華認為國際中文教師標準和認證模式可借鑒美國當前比較系統和全面的二語教師資格和能力認證體系，將能力認證和教師的培養培訓結合?？鬃訉W院總部駐西班牙事務代表張麗表示，塞萬提斯學院將對外西班牙語教師分為初級、中級和專家型高級三個級別，并建立了西班牙語教師模型和教師標準體系，是教師培養培訓的重要依據，值得借鑒。

英國知山大學孔子學院外方院長Mark Schofield 認為，標準和能力認證是保證國際中文教師持續專業發展的重要支點。通過能力進階認證，可以推動教師不斷提升職業能力，實現良性循環。俄羅斯圣彼得堡孔子課堂張蕈麗認為，作為孔子學院專職教師，標準的制定以及分級能力認定的實施，對于打通專職教師職業發展路徑意義重大，并建議可將能力認證與國內學校的職稱晉升或有關待遇掛鉤，為教師的職業化提供保障。

工作坊3.中文教師本土化的新思路

北京外國語大學副校長閆國華建議中國高?！白叱鋈ァ眲撧k國際中文教師學院，與海外高校聯合培養本土漢語師資人才，使培養的人才本土化落地。華東師范大學國際漢語文化學院副院長丁安琪建議，本土漢語師資教師隊伍建設，一方面采取本碩博一體化的國外師范專業建設、聯合培養和來華攻讀學位等學歷教育大批地培養本土師資人才；另一方面采取國外學分課程、孔院研修、來華培訓等非學歷專業培訓促進其職業發展?？鬃訉W院總部駐西班牙事務代表張麗通過介紹西班牙本土教師發展狀況，提出依據國際漢語教師標準，建立量化測評體系，為教師分級分類培養培訓提供依據，加強培養培訓的針對性。法國世界漢語教學學會副會長白樂桑認為，中文教師具備雙語言文化意識，了解當地漢語教育體制，可提高教學效率。同時，需經過系統的教師培養和專業培訓，彌補自身條件、文化條件和學術條件的短板，糾正錯誤的教學行為和專業行為。

日本北陸大學專務理事周航認為中方教師在對赴任國國情、文化、語言等方面存在認識不足，任期短、簽證難。建議可利用當地人力資源，如孔院所在大學的中文專業教師；來華留學或獎學金生；通過“漢語國際教育”專業培養或“新漢學”計劃培養的優秀留學生、華人華僑、中方退休專家教師等。

烏干達麥克雷雷大學孔子學院院長Gilbert Gumoshabe認為，在當地政府教育主管部門的支持下，培訓培養在職的中學青年本土教師是一個有效的新途徑。蘇格蘭中小學孔子學院執行院長林凡認為本土化是逐步融入當地的課程建設的長期過程，并介紹了蘇格蘭類似的項目，如培訓全科授課的蘇格蘭小學教師?？鬃訉W院與當地教育局、開放大學合作，采取網絡和沉浸式學習，使全科教師能夠上崗教授漢語；在蘇格蘭政府支持下，設立2 年的碩士課程，孔院與當地高校合作培養。教師完成課程后將獲得中文教師資格；蘇格蘭中學語言教師在職深造項目，計劃對中學在職法語、德語、意大利語教師進行中文培訓。

工作坊4.漢語教師志愿者項目的瓶頸與發展

近年來，海外對志愿者的需求持續增長，目前派出數量難以滿足需求，個別地區還有簽證等障礙限制志愿者派出。新西蘭奧克蘭大學孔子學院外方院長姚載瑜以中文助教項目為例，認為目前單一“輸血”模式難以與不斷擴大的需求相匹配，需要多方一起探討，共同“造血”，共建雙贏項目。英國倫敦大學教育學院孔子學院外方執行院長朱曉茗提出可以在當地招募志愿者。巴西里約熱內盧天主教大學孔子學院中方院長喬建珍建議中外方共同舉辦宣講項目，設立專業實習項目，提高志愿者待遇，提供就業渠道等等，共同努力提升項目吸引力，讓更多優秀人才加入。

目前崗位對志愿者提出了更高、更具體的要求，斯洛伐克考門斯基大學孔院中方院長葉蓉舉例，希望志愿者掌握當地語言、具有專項技能、掌握中小學教學管理方法、具有高等學歷學位等。美國圣克勞德大學孔子學院外方院長Kathryn Johnson 和古巴哈瓦那大學孔子學院外方院長Yorbelis Rosell 等多名院長建議根據不同地區崗位對志愿者的能力要求，結合各種資源，為志愿者提供更具針對性、有效、實時的培訓和在崗教學指導與生活保障等。

孔子學院非洲研修中心常務副主任、浙江師范大學國際處處長徐麗華介紹了非洲志愿者的崗位特點和孔院多元化需求，建議應該關注志愿者后續發展情況，更好地發揮志愿者群體的長效作用，持續激發志愿者這一群體對中外交流發展的獨特作用。

Nearly 500 representatives attended the forum, including principals, experts and scholars from numerous domestic and overseas colleges and universities, as well as Chinese and foreign directors and teachers from Confucius Institutes, among which, 40 speakers participated in discussions.

The speakers agreed that the current situation of international Chinese language education has following features: the growing demand for learning Chinese language requires more teacher; Chinese language education is showing a diversified development increasingly, leading to a complex and diverse requirements on teachers; requirements on teachers and education administrators have increased as well. On this background, training Chinese language teachers (including local teachers and volunteers) and taking teacher’s standard as the core element of disciplinary and career development become increasingly significant.

Workshop 1. Demand-Based Development of International Chinese Language Education Major

Liu Li, President of Beijing Language and Culture University proposed to build “five systems” for the international education of Chinese language major. First is to build a integration teacher education system covering undergraduate,postgraduate and doctoral studies; second is to build a teacher education system for sorted cultivation and differential development; third is to build a teacher education system connecting “diploma education” and “teacher training”; fourth is to build a teacher education system cultivating and training local Chinese language teacher overseas; and fifth is to build an evaluation criterion and system for Chinese language teachers.

Lance Tatum, Senior Vice Chancellor of Troy University in the US believed that the training of professional talents in international Chinese language education shall help students to adapt to the requirements including local classroom management, teaching strategies, student differences and teaching evaluation; and shall pay attention to developing the intercultural communication competence accommodating local education system to cope with cultural diversity and students’ background difference. Huajing Maske, Director of the Confucius Institute at the University of Kentucky, compared the courses of Master of International Foreign Language and Master of International Chinese Language Education between China and the U.S. and upheld that domestic and foreign training courses shall exchange frequently, learn from each other, and meet the requirements for local education system.

Professor Li Quan from Renmin University of China believed that the teachers’ team is the key of disciplinary construction. For training teachers of international Chinese language education, the traditional assessment mode emphasizing on knowledge assessment shall transfer to a new mode which“quality” is preferred. Meanwhile, we shall attach importance to professional basic education to improve the cultivation in core knowledge and the ability of Chinese language teaching.Pro. Richard Trappl from the University of Vienna in Austria believed that training local Chinese language teachers shall focus on adapting to job requirements, and shall pay attention to learning professional content including China’s national condition, Chinese culture and international relations, as well as cultivating their teaching ability.

Rehab Mahmoud, Director of the Confucius Institute at Cairo University in Egypt said the training of professional talents of Chinese language in foreign universities shall meet the requirements for local social and economic development.Liu Lening, Director of the Confucius Institute at Columbia University in the U.S. said the motivation for American learners in Chinese language major is the social practical use of the language. Therefore, a new trend of “Chinese language + (industry and commerce, law, medicine and so forth)” appears in Chinese language major, which requires teachers of Chinese language major to build multi-component knowledge structure, in a view to meet the social demands for talents.

Workshop 2. International Standards for Chinese Language Teachers and Competency Certification

The delegates believed that in order to adapt to the new development trend of international Chinese language education, we shall further promote the integration of the Standard for International Chinese Language Teachers (hereinafter referred to as “Standard”) and the world, and accelerate the imperative reform of the Standard and ability certification method, which are of great significance to improving the development of the teachers’ professionalization and specialization.

Professor Zhao Yang from Peking University held three principles of the reform on the current “large and comprehensive” Standards. First, guarantee validity and emphasize on ability; second, operability, i.e. refine the description on ability and make it practicable; third, integrate with the world.Professor Ye Jun from East China Normal University believed that the Standard shall not replace teachers’ standards of any other countries as Chinese is the native language in China, instead, it shall be the guidance and reference for other countries to train their Chinese language teachers and their teachers’development.

Professor Zhou Zuoyu, Vice President of Beijing Normal University believed that the localization of the Standards will practically solve the problem of the teachers’ competency in the background of cross-culture and transnational policies.Professor Zhang Xinsheng from Richmond, the American International University in London in UK believed that the Standard preparation and ability certification shall consider the differences in nationalities and types of teachers, and it is necessary to sort the Standard.

Shao Baoqing, an associate professor at Bordeaux Montaigne University, believed that Chinese language teachers shall meet the requirement for the teachers’ standards in other countries. We can draw up different standards to according to different demands to solve the problem of the differences among the teachers. We can make quantitative descriptions of the Standards and sort capacities, so that teachers could test themselves and be assessed by employers. Professor Bai Jianhua from Kenyon Kenyon in the U.S. believed that international standard for Chinese language teachers and certification methods may learn from relatively systematic and comprehensive certification methods for second language teachers in the U.S., which integrate the ability certification and cultivation of teachers. Zhang Li, Representative of the Confucius Institute Headquarters Representative Office in Spain expressed that the Cervantes Institute would sort Spanish language teachers for foreigners into three levels, namely,primary, intermediate and senior expert, and had established a Spanish language teachers model and a teachers’ standard system, which are important for training teachers and worth learning from.

Mark Schofield, Foreign Director of the Confucius Institute at Edge Hill University in U.K. believed that standard and ability certification shall be an important stronghold for guaranteeing the sustainable and professional development of international Chinese language teachers. Ability certification can promote the teachers to improve their vocational abilities and realize a virtuous cycle. Zhang Xunli from the Confucius Classroom at St. Petersburg in Russia said as a full-time Confucius Institute teacher, the standards and implementation of classified ability certification are of great significance to pave the way for teacher’s career development. Zhang also suggested that ability certification could be linked with the promoting system or salary in Chinese universities to support teachers’professionalism.

Workshop 3. New Ideas in Localization of Chinese Language Teachers

Yan Guohua, Vice President of Beijing Foreign Studies University suggested China’s universities and colleges should“go global” to establish the institute of international Chinese language teachers, and cultivate local Chinese language teachers jointly with overseas universities and colleges, so as to implement the training of local Chinese language teachers.As suggested by Ding Anqi, Deputy Director of the School of International Chinese Studies, East China Normal University,the establishment of local team of Chinese language teachers shall, on the one hand, adopt a normal way integrating undergraduate, postgraduate and doctoral studies, and jointly train foreign teachers to study for a degree in China; on the other hand, adopt non-degree education including credit courses,the Confucius Institute research, and training in China, to improve their career development. After introducing the development of local teachers in Spain, Zhang Li, Representative of the Confucius Institute Headquarters Representative Office in Spain proposed to establish a quantification assessment system based on the standard for international Chinese language teachers, so as to provide the basis for the sorted teacher training, which would help enhance the training pertinence. Joel Bellassen, Vice Chairman of the World Chinese Language Teaching Association, believed that Chinese language teachers shall have a bilingual cultural awareness and understand the local Chinese language education system, which can improve teaching efficiency. Meanwhile, through systematic and professional training, they need to improve their shortcomings in their own conditions as well as cultural and academic conditions, and correct their teaching and professional behaviors.

Zhou Hang, Specialized Council Member of Hokuriku University in Japan, believed that Chinese teachers have shortcomings in national conditions, culture and language of the country in which they are employed, such as the shortterm tenure and difficult visa application. It is recommended that local human resources can be used such as the teachers from the Chinese department at the host university of the Confucius Institute; the international students studied in China or scholarship recipients; the outstanding international students trained by the TCSOL major and the Confucius China Studies Program, who can be hired as full-time teachers after graduation; Chinese and overseas Chinese; and Chinese retired expert teachers.

Gilbert Gumoshabe, Director of the Confucius Institute at Makerere University in Uganda believed that with the support of the education departments of the local government,training young local teachers in service in middle schools is an effective new way. Lin Fan, Executive Director of the Confucius Institute for Scotland’s Schools, described localization as a long-term process of being integrated into the local courses, and introduced similar projects in Scotland. For example,training Scottish primary school teachers for all subjects. The Confucius Institute cooperated with the local education bureau and open universities to have these teachers teach Chinese language through network and the immersive study; with the support of the Scottish government, the Confucius Institute has set up a two-year master degree’s course and cooperated with local universities to teach students. Teachers will be qualified as Chinese language teachers upon the completion of the courses; the in-service language teachers in Scottish middle schools could have a further study program, which plans to launch Chinese language training for in-service teachers of French, German and Italian languages in middle schools.

Workshop 4. Bottleneck and Development of Volunteer Chinese Teacher Program

In recent years, the overseas demand for the volunteers is growing, and the number of the volunteers is difficult to meet such demand. Some regions still have difficulties in visa application. Nora Yao, Foreign Director of the Confucius Institute at the University of Auckland in New Zealand took teaching assistant of Chinese language as an example, and believed that the current “transfusion” mode is difficult to match the continuously increased demand, and therefore, discussion among various parties is necessary. A “hematopoiesis” mode supported by various parties will achieve win-win results. Zhu Xiaoming, Foreign Executive Director of the Confucius Institute at the University of London in UK, proposed that local volunteers can be recruited. Qiao Jianzhen, Chinese Director of the Confucius Institute at the Pontifical Catholic University of Rio de Janeiro in Brazil, suggested that the Chinese and foreign parties could jointly organize preaching projects, set up professional internship projects, improve the salary of the volunteers, provide employment opportunities and so on, so as to jointly make the program more attractive and bring more talents to join in.

Current positions puts forward higher and more specific requirements for the volunteers. Ye Rong, Chinese Director of the Confucius Institute at Comenius University in Bratislava in Slovakia illustrated that the volunteers are preferred if they can say local language, acquire specialized skills, know management methods of middle and primary schools, and be well educated. A number of directors including Kathryn Johnson,Foreign Director of the Confucius Institute at St. Cloud State University in the U.S., and Yorbelis Rosell, Foreign Director of the Confucius Institute at the University of Havana, suggested that based on different ability requirements for the volunteers in different areas and by combining various resources,all parties should jointly provide targeted, effective, and timely training and teaching guidance as well as living guarantee for the volunteers.

Xu Lihua, Executive Deputy Director of the Confucius Institute’s African Training Center and Head of the International Office of Zhejiang Normal University, introduced the position features of the volunteers in Africa and diversified demand of the Confucius Institute. She suggested that we should pay attention to the volunteers’ follow-up development, improve the long-term influence of the volunteers, and continue to motivate the volunteers in the development of the exchanges between China and other countries.