國際中文教師教育專家談International Education Experts’Discussion on How to Improve International Chinese Language Teachers’ Education and Training

丁安琪 宋艷杰Ding Anqi　 Song Yanjie

“漢語是中國的語言，也是世界的語言?！睗h語是世界上使用人數最多的語言之一，國際中文教育是中國提供給世界的重要公共產品。蓬勃發展的國際中文教育，給國際中文教師教育帶來了前所未有的發展機遇，但同時，諸多挑戰也隨之而來，如何把握好機遇、應對好挑戰，已成為推動國際中文教師教育不斷向前發展的重要課題。

“Chinese is the language of China and alsothe language of the world.” Chinese is one of themost widely spoken languages in the world， andinternational Chinese education is an importantpublic product that China offers to the world. Theflourishing development of international Chineseeducation has brought unprecedented opportunitiesfor the training of international Chinese teachers.However， along with these opportunities comenumerous challenges. How to seize the opportunitiesand address the challenges has become a crucialissue in promoting the continuous advancement ofinternational Chinese teacher education.

全球范圍內，對國際中文教師“量”與“質”的需求與日俱增。加強國際中文教師教育，尤其是緊貼海外需求，培養培訓高水平的本土中文教師勢在必行。在這一背景下，2023年12月15日～ 17日，全球中文教師教育聯盟成立大會暨中文教師教育論壇在華東師范大學召開。來自阿塞拜疆、埃及、澳大利亞、韓國、加拿大、美國、南非、泰國、新加坡、匈牙利、意大利、印度尼西亞、英國、越南、中國（按照中文拼音排序）等15個國家的國際中文教師教育領域專家學者與一線工作者齊聚華東師范大學，以主旨報告、圓桌討論、專題研討等形式，圍繞大會主題開展深入研討，群策群力，凝聚共識。

Globally， there is an increasing demand for boththe “quantity” and “quality” of international Chineselanguage teachers. Strengthening internationalChinese teacher education， especially in responseto overseas demand， and training high-quality localChinese teachers has become imperative. Againstthis background， the Global Chinese LanguageTeacher Education Association （GCLTEA） InauguralConference and Chinese Teacher Education Forumwere held at East China Normal University fromDecember 15th to 17th， 2023. Experts and scholars inthe field of international Chinese teacher education， aswell as frontline workers， from 15 countries includingAzerbaijan， Egypt， Australia， South Korea， Canada，the United States， South Africa， Thailand， Singapore，Hungary， Italy， Indonesia， the United Kingdom，Vietnam， and China （listed in alphabetical orderby Chinese pinyin） gathered at East China NormalUniversity. Through keynote speeches， roundtablediscussions， and specialized seminars， they conductedin-depth discussions around the conference theme，pooling their wisdom and reaching consensus.

澳門城市大學校長劉駿、中國人民大學教授李泉、華東師范大學開放教育學院院長閆寒冰分別以“從英語教師教育到漢語教師教育：國際傳播的哲學思考”“中國對外漢語教學：教師教育70 年”“教育數字化轉型與教師發展創新” 為題作主旨報告。報告分別從英語教師教育、漢語教師教育、教育技術三個角度出發，探討了國際中文教師教育問題。與會專家對主旨報告反響熱烈，在圓桌討論與專題研討中，對報告內容作出了回應。

Liu Jun， President of Macau City University;Li Quan， Professor at Renmin University ofChina; and Yan Hanbing， Dean of the School ofOpen Education at East China Normal University，respectively delivered keynote speeches “FromEnglish Teacher Education to Chinese TeacherEducation： Philosophical Reflections on InternationalCommunication，” “Teaching Chinese as the SecondLanguage： 70 Years of Chinese Language TeachersEducation” and “Educational Digital Transformationand Innovative Teacher Development.” The speechesexplored issues in international Chinese teachereducation from the three perspectives of Englishteacher education， Chinese teacher education， andeducational technology. The experts in attendanceresponded enthusiastically to the keynote speechesand provided feedback during the roundtablediscussions and specialized seminars.

與會專家聚焦國際中文教師教育進行了務實而充分的交流，一致認為教師問題是“三教”問題的核心，中文師資培養培訓對國際中文教育發展有著重要的影響。從國際中文教師教育面臨的機遇、挑戰到未來的可持續發展，與會專家展開研討，集思廣益，提出了切合實際的意見與建議，凝練出四大議題：本土中文師資隊伍建設與可持續發展，需求導向與多元化發展，國際中文教師素養與認證，以及國際中文教師教育理論與實踐探索。

The experts at the conference carried onpractical and comprehensive exchanges focusing oninternational Chinese language teachers education.They unanimously agreed that the issue of theteacher is at the core of the “three teaching-relatedaspects” and that the training and development ofChinese teaching staff have a significant impact onthe development of international Chinese education.The experts discussed opportunities， challenges， andthe future sustainable development of internationalChinese teacher education， brainstorming andproposing practical suggestions. Four major topicswere distilled from the discussions： the building andsustainable development of local Chinese teachingstaff， demand orientation and diversified development，the competence and certification of internationalChinese teachers， and the exploration of theories andpractices in international Chinese teacher education.

1本土中文師資隊伍建設與可持續發展Building and Sustainable Development of Local Chinese Teaching Staff

與會專家普遍認為，建設本土中文師資隊伍，由外來師資“輸血”轉為自身“造血”，對推動當地中文教育的可持續發展具有極其重要的意義。專家就本土中文教師的內涵、對象、意義，及其所面臨的本土化挑戰與發展路徑等方面進行了討論。

Experts at the conference generally believe thatbuilding a local Chinese teaching staff， transitioningfrom relying on foreign teachers to self-sufficiency， isof great importance for the sustainable developmentof local Chinese education. Experts discussedthe essence， targets， significance of local Chineseteachers， as well as the challenges and developmentalpaths they face.

①擴大本土化范圍，探究本土化對象Expand the Scope of Localization and Explore the Targets of Localization

劉駿在主旨報告中指出，沒有好的教師就沒有好的學生，從英語教師教育經驗來看，世界上90%的英語教師都并非來自英美國家，而把英語為非母語者培訓為英語教師則是關鍵。反觀中文教育，目前很多國家仍依賴于中國的師資“輸血”。因此，只有當本土中文教師成為該國中文教育的主體和主流，國際中文教育才能可持續發展。

In his keynote speech， Liu Jun pointed outthat without good teachers， there are no goodstudents. From the experience of English teachereducation， 90% of English teachers worldwide arenot from English-speaking countries， and trainingnon-native English speakers to become Englishteachers is crucial. Looking at Chinese education，many countries still rely on China for teaching staff.Therefore， only when local Chinese teachers becomethe mainstay of a countrys Chinese education caninternational Chinese education sustainably develop.

對此，劉樂寧提出了兩個問題：（1）何為本土教師？（2）教師本土化到底“化”誰？他指出，本土中文教師不應狹窄、簡單地定義為在當地土生土長的教師。那些在中國成長并接受教育，后來在歐美等國家接受二次教育、拿到終身教職并留在當地任教的教師也是本土中文教師。

In response， Liu Lening raised two questions：1） What is a local teacher？ 2） Who exactly doesteacher localization “localize”？ He proposed thatlocal Chinese teachers should not be narrowly andsimplistically defined as teachers native to the region.Those who grew up and were educated in China butlater received further education in Western countries，obtained tenured positions， and stayed to teachlocally are also localized Chinese teachers.

針對美國、歐洲目前中文教師短缺的問題，劉樂寧鼓勵中國國內優秀的研究生赴歐美攻讀第二學位，爭取留在當地成為本土教師，這些人可以是教師本土化的對象。

Regarding the shortage of Chinese teachersin the US and Europe， Liu Lening encouraged finedomestic graduate students in China to pursuesecond degrees in the US and Europe and strive tostay and become local teachers. These individuals canbe targets for teacher localization.

②剖析“無人化”困境，推動可持續發展Analyze the Dilemma of“ No One to Localize” and Promote Sustainable Development

對于中文教師本土化，葉秋月提出匈牙利等國未來可能面臨“無人可化”的問題。匈牙利盡管目前有定期舉辦的本土中文教師培訓，但仍然面臨著本土中文教師青黃不接的局面：資深中文教師有情懷，有教學熱情，而新一代的中文教師人數卻在下降，很多大學中文系培養的學生畢業后，由于種種原因，沒有從事中文教學工作，這造成了本土中文教師的大量流失。胡月寶介紹了新加坡的中文教學與師資情況，指出新加坡也面臨著本土中文教師流失的問題。這一問題給匈牙利、新加坡以及有類似情況的國家的本土中文教師隊伍、國際中文教育可持續發展帶來了挑戰。王維群指出，在中文師資隊伍建設上，要考慮對現有中文師資的培養，還要考慮未來的師資儲備。

Regarding the localization of Chinese teachers， YeQiuyue pointed out that countries like Hungary mayface a future dilemma of having “no one to localize.”Although Hungary currently conducts regular trainingfor local Chinese teachers， it still faces a situation wherethere is a lack of young local Chinese teachers. SeniorChinese teachers are devoted and have enthusiasmfor teaching， but the number of younger generationChinese teachers is declining. Many graduates fromuniversities Chinese departments do not go in forChinese teaching for various reasons， leading to a largeloss of local Chinese teachers. Hu Yuebao describedthe situation of Chinese teaching and teacher resourcesin Singapore， noting that Singapore also faces theproblem of losing local Chinese teachers. This issueposes challenges to the local Chinese teaching staff andthe sustainable development of international Chineseeducation in countries like Hungary and Singapore.Wang Weiqun pointed out that in building the Chineseteaching staff， consideration should be given to boththe training of existing teachers and ensuring thereserve of future teaching staff.

從中文融入所在國國民教育體制角度，張新生詮釋了本土中文教師培養對國際中文教育可持續發展的重要性。他認為“融入”包含不同層次，中文是否融入國民教育體制的一個重要標志是看所在國是否具備比較完善的中文師資培養體系。如果該國沒有一個獨立的中文教師培養機制，沒有自己的“造血”機制，這種融入是無法長久的。因此，培養所在國的本土中文教師是非常重要的。

From the perspective of integrating Chineseinto the national education system of the hostcountry， Zhang Xinsheng explained the importanceof training local Chinese teachers for the sustainabledevelopment of international Chinese education. Hebelieves that “integration” involves various levels. Animportant indicator of whether Chinese is integratedinto the national education system is whether thehost country has a relatively complete system fortraining Chinese teachers. If the country does nothave an independent mechanism for training Chineseteachers， such integration cannot last. Therefore，training local Chinese teachers in the host country iscrucial.

馬躍指出，在南非中文教育師資方面最關鍵的問題是如何培養最基本的中文教學隊伍。對此，他認為要“幾條腿走路”，齊頭并進：除依賴孔子學院、孔子課堂教師支持外，還要推動南非中文教育師資穩定化、本土化，特別鼓勵中國派遣的漢語教師志愿者加入本土中文教師隊伍，推動南非中文教育的可持續發展。

Ma Yue pointed out that the most critical issue inSouth African Chinese education in terms of teacherresources is how to develop the most basic Chineseteaching team. He believes that we need to adopt a“multiple pronged-approach”： in addition to relyingon Confucius Institutes and Confucius Classroomteachers， efforts should also be made to stabilize andlocalize Chinese teaching resources in South Africa.Especially， we should encourage volunteer teacherssent from China to join the local Chinese teachingteam to promote the sustainable development ofChinese education in South Africa.

2需求導向與多元化發展Demand Orientation and Diversified Development

專家指出，國際中文教師培養培訓應該明確培養對象，以需求為導向，結合當地國際中文教育實際情況，推進全球中文教師教育多元化發展。

Experts pointed out that international Chineseteacher training should clearly define its targetaudience， be demand-oriented， and promote thediversified development of global Chinese teachereducation based on the reality of local internationalChinese education.

①明確教學對象，開展需求分析

Define the Teaching Target andConduct Needs Analysis

張新生指出，教師的培養與發展首先要明確國際中文教育的對象。他將目前的國際中文教育分為四大板塊：國內的對外漢語教學、有中國教師參與的中文教學、本土的學歷或非學歷中文教育、華文教育。他強調，只有知道國際中文教育對象在哪兒才會涉及教師的問題，才能去分析、了解教師的需求。他援引相關統計數字，并結合實際情況，指出本土中文教育與華文教育的學習者人數占據了國際中文教育學習者人數的絕大部分。因此，他強調國際中文教師教育一定要看到主戰場，知道主要對象在何方。

Zhang Xinsheng emphasized that the trainingand development of teachers should first clarifythe target of international Chinese education. Hecategorized current international Chinese educationinto four main areas： domestic Chinese teachingfor foreigners in China， Chinese teaching involvingChinese teachers， local degreed or non-degreedChinese education， and Chinese education in overseasChinese communities. He stressed that understandingwhere the target of international Chinese educationis located is crucial for addressing teacher issues andanalyzing their needs. Referring to relevant statistics andconsidering realistic situations， he pointed out that?most learners in international Chinese education arein local and overseas Chinese communities. Therefore，he emphasized that international Chinese teachereducation must recognize the main battleground andunderstand where the primary audience is located.

王仁忠提出，要在教師需求分析的基礎上，設計、提供有針對性的教師培訓方案，這樣才能夠幫助一線教師解決實際問題。他認為可以從幾個方面來分析需求：首先是教學層次。以加拿大為例，加拿大既有大學正式的漢語課程，又有中小學雙語課程或是作為外語開設的漢語課程，還有華人社區開辦的周末中文學校。不同教學層次的中文教師的需求存在差異。其次是中文教師的背景。社區學校和周末學校的中文教師真正受過外語習得訓練的相對較少，這些教師的需求與受過專業訓練的外語教師的需求顯然存在差異。另外，專業中文教師的培訓需求也不盡相同。因此，他認為，針對不同的教師群體，提供的培訓內容、設計的培訓方案也應該有所不同。

Wang Renzhong suggested that， teacher trainingprograms should be based on the analysis of teacherneeds， should design and provide targeted trainingprograms; only in this way can we help frontline teachersto solve practical problems. He believes that needscan be analyzed from several aspects： first， the level ofinstruction. Taking Canada as an example， there areformal Chinese courses in universities， bilingual coursesin primary and secondary schools， and weekend Chineseschools established by the Chinese community. Theneeds of Chinese teachers at different instructional levelsvary. Secondly， the background of Chinese teachers. FewChinese teachers in community schools and weekendschools have received formal training in foreign languageacquisition. Their needs obviously differ significantlyfrom those of professionally trained foreign languageteachers. Additionally， the training needs of professionalChinese teachers also vary. Therefore， he believes thatthe content and program design for training should bedifferent for different teacher groups.

2立足當地實際，促進多元發展Grounded in Local Reality to PromoteDiversified Development

與會專家對所在國家或地區的中文教育情況進行了介紹，并基于國際中文教師教育需求多樣化的現狀提出：一方面，應該立足于當地實際情況與需求，推動中文師資建設真正落地；另一方面，要加強國際合作與平臺建設，互通有無，協調發展，共同推進國際中文教師教育多元化發展。

Experts at the conference described the situationof Chinese education in their respective countriesor regions and， based on the diverse demands ofinternational Chinese teacher education， proposed that，on the one hand， efforts should be grounded in localrealities and needs to promote concrete accomplishmentin building teacher resources and， on the other hand，strengthen collaboration and platform-building andthe sharing of resources at the international leveland together advance the diversified development ofinternational Chinese teacher education.

李復新介紹了澳大利亞中文教育的歷史與現狀，探討了新形勢下國際中文教師教育的合作形式，提出希望合作能夠在“民間需求、業界推動、政府承認、全國支持”下進行。

Li Fuxin described the history and currentsituation of Chinese education in Australia andexplored cooperation models for internationalChinese teacher education under new circumstances，hoping that cooperation could proceed based on“grassroot demand， industry promotion， governmentacknowledgment， and national support.”

蔡昌杰認為，印度尼西亞中文教師教育呈現差異化態勢，大中城市與邊遠地區的中文教師培訓處在不同的發展階段，應該根據各自需求進行相關培訓。此外，他還提出需要加強國際中文教師管理方面的培訓。

Cai Changjie believed that the training ofChinese teachers in Indonesia shows a differentiatedtrend， with urban and remote areas being at differentstages of development. Training should be conductedbased on their respective needs. He also proposed theneed to strengthen training in the management ofinternational Chinese teachers.

世玉指出，泰國中文教育逐漸從單一的中文教育轉向了“中文+”教育，例如，“中文+商務”“中文+醫學”等，因此，泰國中文教育面臨著其他非中文學科教師缺乏的問題。對此，他希望能夠加強相關師資培訓。此外，針對泰國漢語志愿者教師流失的問題，他提出建立參訓教師培訓后的跟蹤體系，對參訓教師的職業發展作縱向調查。

Shi Yu pointed out that Chinese education inThailand is gradually transitioning from singularChinese language education to “Chinese +，” suchas “Chinese + business，” “Chinese + medicine，”etc.， leading to a shortage of teachers in other non-Chinese language subjects. He hoped to strengthenrelevant teacher training. Additionally， addressingthe issue of quick turnover among Chinese volunteerteachers in Thailand， he proposed establishing atracking system for trained teachers to longitudinallyinvestigate their career development.

阮黃英提出，要加強中越中文師資交流，通過項目研究合作，提升越南中文教師的科研能力。此外，她還提出越南中文教師，特別是新手教師，在幼兒教育和非學歷教育上面臨挑戰，需要對其進行有針對性的培訓。阮國偲從教學資源可及性的角度，提出應盡量派送越南中文教師來華接受短期培訓。

Ruan Huangying suggested strengthening theexchange of Chinese teaching resources betweenChina and Vietnam and enhancing the researchcapabilities of Vietnamese Chinese teachers throughproject collaboration. Moreover， she proposedtargeted training for Vietnamese Chinese teachers，especially newcomers， who face challenges in earlychildhood education and non-degree education.From the perspective of the accessibility of teachingresources， Ruan Guosi suggested sending VietnameseChinese teachers to China for short-term trainingwhenever possible.

朱俐認為，海外中文非學歷教育的發展至關重要，呼吁加強國內外交流，推動來華交流項目的落地。郭志巖介紹了英國華威大學的中文教學情況，指出目前在師資，特別是研究生助教（GTA）方面存在需求，并在教學、考試資源方面面臨挑戰，希望能夠通過國內外合作，促進師資與資源共享。

Zhu Li believed that the development of nondegreeChinese education overseas is crucial andcalled for enhanced domestic and internationalexchanges to promote the implementation ofexchange programs in China. Guo Zhiyan describedthe situation of Chinese teaching at the Universityof Warwick in UK， pointing out the current demandfor teaching staff， especially graduate teachingassistants （GTAs）， and challenges in teaching andtesting resources. He hoped that through domesticand international cooperation， teacher resources andresource sharing could be improved.

3國際中文教師素養與認證International Chinese Teacher Competency and Certification

針對國際中文教師素養的議題，與會專家提出要對教師素養構成開展研究，并應該深入研究教師認證問題，推動多方面教師認證。

Regarding the issue of international Chineseteacher competency， the experts at the conferenceproposed conducting research on the componentsof teacher competency and delving into teachercertification issues， promoting multifaceted teachercertification.

①關注教師素養，探清構成要素Focus on Teacher Competency andIdentify Constituent Elements

甘瑞瑗建議對職前、職中中文教師進行性向測驗（Aptitude Test），從而探清教師是否適合從事國際中文教學工作，或者查明其存在的問題，助力國際中文教師培養培訓。

Gan Ruiyuan suggested conducting aptitude testsfor pre-service and in-service Chinese teachers todetermine whether they are suitable for internationalChinese teaching or to identify existing issues，thereby aiding in the training of internationalChinese teachers.

白建華贊同朱國華院長在大會致辭時提出的“缺什么補什么”的發展策略，并指出想知道“缺什么”，離不開與之密切相關的評價。他以香港中文大學、哈佛大學實證研究為例，認為摸清一位優秀教師應該具備的要素并加以細致的評價，可以知道教師“缺什么”，然后在此基礎上設計課程，便能做到“補什么”，同時，這也能為厘清教師教育的重點工作提供很好的依據。此外，他還指出，教師具備解決實際問題的能力是至關重要的。

Bai Jianhua agreed with the developmentstrategy proposed by Dean Zhu Guohua duringthe conference， emphasizing the importance ofidentifying what is lacking in teachers through closelyrelated evaluations. Drawing from empirical studiesat the Chinese University of Hong Kong and HarvardUniversity， he held that understanding the elementsan excellent teacher should possess and conductingdetailed evaluations can help pinpoint what teacherslack. Based on this， curriculum design can addressthese gaps. Furthermore， Bai Jianhua pointed out thatthe ability of teachers to solve real-world problems iscrucial.

李泉在主旨報告中指出，國際中文教師的素養在人才選拔的考量要素中尤為重要，選拔人才時除了要考查教師的專業能力，還應關注教師的性格特點等因素。同時，教師教育觀念的重要性不容忽視。他主張培養智慧型、策略型和戰略型的國際中文教師，以應對多元化、國際化教育環境的變化。

Li Quan pointed out in his keynote speech thatthe competency of international Chinese teachersis especially important in the selection process.Besides evaluating a teachers professional abilities，attention should also be given to their personalitytraits and other factors. The importance of a teacherseducational philosophy should not be overlooked.He advocated fostering intelligent， strategic， andstrategic-thinking international Chinese teachers， inorder to adapt to the diverse and internationalizededucational environments.

在國際中文教師素養方面，張新生認為，國際中文教師首先應該明確教學目標和理念，即為什么要教書？教師自己的外語學習體驗如何？教師自己得是一個外語學習者，知道怎么學習，多思考什么是學習，才有可能教好別人。其次，教師應該注重反思，以避免思維僵化。第三，教師要能夠開展行動研究?；趯嵺`的行動研究強調實證和解決問題，教師能夠基于實踐，并通過反思與研究解決問題是非常重要的。

Regarding the competency of internationalChinese teachers， Zhang Xinsheng held that teachersshould first clarify their teaching objectives andphilosophies， that is： Why teach？ How have their ownforeign language learning experiences been？ Theyneed to be language learners themselves and knowhow to learn and frequently reflect on what it meansto learn before they can effectively teach others.Secondly， teachers should emphasize reflection toavoid mental rigidity. Thirdly， they need to be able toconduct action research. Based on practical actionresearch， which emphasizes empirical evidence andproblem-solving， teachers ability to be grounded inreality and to solve problems through reflection andresearch is vital.

郝清新指出，在這個數字化時代，教師要擅于利用現代科技手段，探索在線教育、數字教育、虛擬教育等新的教育模式，以適應學生多元化的學習需求。

Hao Qingxin pointed out that in this digital age，teachers should be adept at using modern technologyto explore new educational models like online，digital， and virtual education to meet studentsdiverse learning needs.

②認證研究深入化，教師認證多維化In-Depth Certification Research andMultifaceted Teacher Certification

葉軍介紹了華東師范大學IB教師認證情況。宣力指出有必要對國際中文教師認證作深入研究，例如，要了解各國的教師認證要求。吳勇毅認為，國際中文教師培訓認證工作既有必要性，也有可行性。

Ye Jun described the IB teacher certificationsituation at East China Normal University.Xuan Li stated that it is necessary to conduct indepthresearch on international Chinese teachercertification， such as understanding the certificationrequirements of different countries. Wu Yongyi heldthat the certification of international Chinese teachertraining is both necessary and feasible.

閆寒冰引用《地平線報告》的有關論述，結合教師培訓實踐經驗，指出可以通過“微認證”來對教師進行能力評價。

Yan Hanbing cited discussions from the“Horizon Report” and based on teacher trainingpractice， suggested using “micro-certification” toevaluate teachers competencies.

馬躍指出，一方面，以往中國派遣的漢語志愿者歸國后往往因為缺少對口工作而轉行，這是一種資源浪費；另一方面，各國對師資培養的要求不同?；谶@兩方面原因，他希望漢語志愿者能夠通過學習，獲得任教國當地的師資認證，充實當地本土中文教師隊伍。

Ma Yue pointed out that， on the one hand，Chinese language volunteers from China oftenchange careers upon returning home due to a lackof relevant jobs， which is a waste of resources. Onthe other hand， different countries have varyingrequirements for teacher training. Consideringthese two factors， he hoped that Chinese languagevolunteers can obtain local teacher certification intheir host countries to strengthen the local Chineseteaching workforce.

4國際中文教師教育理論與實踐探索Exploration of International Chinese Teacher Education Theory and Practice

專家對國際中文教師教育理論與實踐的探索，集中體現在：正視經驗借鑒的問題，廓清理論，促進理論與實踐相互轉化；培訓模式關注“反饋指導”，培訓方法聚焦“最佳實踐”；技術創新實踐助力教師教育，資源構建推動教師專業發展；把握國際中文教育新趨勢，推進跨學科創新實踐。

Experts exploration of theory and practice ininternational Chinese teacher education primarily focuseson recognizing the importance of experience， clarifyingtheories， and promoting the mutual transformation oftheory and practice; emphasizing “feedback guidance”in training models and focusing on “best practices” intraining methods; leveraging technological innovationsto support teacher education and advancing teachersprofessional development through resource building; andgrasping new trends in international Chinese educationto promote interdisciplinary innovative practices.

①經驗借鑒與理論廓清，理論與實踐相互轉化Experience Borrowing and TheoryClarification， Mutual Transformation ofTheory and Practice

劉樂寧對比了TESOL和TCSOL在教師情況、教學環境、語言地位、學生學習動機上的差異，強調在借鑒TESOL經驗的同時，要注意TCSOL的獨特性和經驗適用問題。

Liu Lening contrasted the differences betweenTESOL and TCSOL in terms of teacher， teachingenvironments， language status， and student motivation.He emphasized the importance of recognizing theuniqueness of TCSOL and the applicability of TESOLsexperience while borrowing from it.

劉樂寧認為，教師教育者的語言觀、對二語習得理論的理解和教師培訓的指導思想都會對教師培訓產生直接影響，如果教師教育者沒有廓清相關理論，那么具體實踐就會出現偏差。以語法為例， 劉樂寧指出，如果仍停留在介紹語法是“抽象的脫離語境的規則”，忽視語法理論體系，是不適宜、不公平的。而未將最新、最好的語言學本體研究成果轉化成教師需要的教學語法，仍是目前國際中文教師教育中存在的重要問題。

Liu Lening held that the language views ofteacher educators， their understanding of secondlanguage acquisition theory， and the guidingprinciples of teacher training will directly influenceteacher training. If teacher educators do not clarifyrelevant theories， mistakes may occur in practice.Taking grammar as an example， Liu Lening pointedout that adhering to the view that grammar is“abstract rules detached from context” and neglectingtheoretical frameworks of grammar is inappropriateand unfair. The failure to transform the latest andbest linguistic research into pedagogical grammarneeded by teachers remains a significant issue ininternational Chinese teacher education.

梁霞探討了教學理論與實踐之間的關系，提出應怎樣看待外語教學的理論對國際中文教學的指導意義，應在多大程度上強調國際中文教學的特殊性和中文教學作為外語教學的共性，這些問題是值得一再思考的；而應該怎樣升華國際中文教學的實踐，把它變成對整個外語教學有指導意義的理論，則是最終要實現的目標，這個過程雖然漫長，卻有意義。

Liang Xia explored the relationship betweenpedagogical theory and practice， suggesting howone should view the possible guidance of foreignlanguage teaching theories for international Chineseteaching and to what extent the uniqueness ofinternational Chinese teaching and its commonalitywith foreign language teaching should be emphasizedare questions worth pondering again and again. Theeventual goal is to elevate the practice of internationalChinese teaching into a theory that guides all foreignlanguage teaching. This is a lengthy but worthwhileprocess.

②培訓模式關注“反饋指導”，培訓方法聚焦“最佳實踐”Training Model Emphasizes“ FeedbackGuidance，” Training Methods Focus on“Best Practices”

閆寒冰在主旨報告中介紹了教育學領域成人學習評估模型，指出目前很多教師培訓只讓學習者達成了低層的習得效果，沒有達到高層的遷移效果，即學習者未能在真實的工作場景當中遷移所學；而現在的教師培訓變革方向就是要實現從習得到遷移。她指出，很多教師在參加完學習、培訓后，覺得能力沒有遷移。那么到底為什么沒能遷移呢？閆寒冰以一項兩位美國專家的實證研究為例，該研究通過同一個培訓主題、不同的培訓要素組合探索知識技能遷移的變化，提出了學習者只有在“理論+示范+實踐+反饋指導”要素組合下才能有更多的遷移，受訓教師才能獲取更好的培訓效果。

Yan Hanbing described an adult learningassessment model in her keynote presentation，pointing out that many teacher training programsonly achieve low-level learning outcomes withoutachieving higher-level transfer effects. This meansthat learners fail to apply what they have learned inreal work scenarios. The current direction of teachertraining reform aims to transition from learningto transfer. She pointed out that many teachersfeel that their abilities have not transferred after?completing training. Why does this transfer fail？ YanHanbing cited as an example an empirical study bytwo American experts. The study explored changesin knowledge and skill transfer through differentcombinations of training elements under the sametraining theme and proposed that learners can onlyachieve more transfer and better results when theelements of “theory + demonstration + practice +feedback guidance” are combined.

梁霞對閆寒冰分享的培訓模式給予了積極的回應，指出她自身的實踐經驗與閆老師的匯報內容暗合。在她看來，通過聽課、集體備課、試講、指導教師點評這些環節的循環往復，經過五次以上的修改，多數參訓教師都能在形式上很接近滿足課堂教學的基本需求。因此，梁霞認為這是在國際中文教師培訓中可以考慮的具體操作方式。

Liang Xia responded posit ively to YanHanbings sharing of the training model， notingthat her own practical experience aligns withProfessor Yans report. In her view， after severalcycles of observations of lectures， collective lessonpreparation， demonstration lessons， and guidedteacher evaluations， with revisions made over fiveor more times， most participating teachers can meetthe basic requirements of classroom teaching inform. Therefore， Liang Xia believes this is a concreteoperationalized approach that can be considered ininternational Chinese teacher training.

關于教師培訓的方法，吳勇毅指出，身處一個“后方法”的時代，其實我們不是去考慮最佳方法（bestmethod） 的問題， 而是更多考慮最佳實踐（bestpractice）的問題。教師教育者真正應該做的，是思考怎樣通過更好的教學法的組合去實踐、去培養培訓我們的教師，使我們的教學效果變得更好。

Regarding teacher training methods， WuYongyi pointed out that we are in a “post-method”era. Instead of considering the “best method，” weshould focus more on “best practices.” What teachereducators should truly consider is how to combinebetter teaching methods in practice and train ourteachers， thereby improving our instructionaloutcomes.

③技術創新實踐助力教師教育，資源構建推動教師專業發展Technological Innovation PracticeSupports Teacher Education， ResourceBuilding Promotes ProfessionalDevelopment of Teachers

基于教師培訓實證研究結果，閆寒冰指出，如今教師培訓模式發生了變化，需要開展個性化、應用性、伴隨性培訓。以前人們常提到的高質量、大規模、可持續的教師培訓，也就是所謂的“不可能三角”難題，現在則能被教育數字化系統技術破解。她全面詮釋了技術數創新和技術變革對追求素養導向、能力本位的大規模精準研訓的概念。

Based on the results of empirical research onteacher training， Yan Hanbing pointed out thatthe mode of teacher training has changed. Thereis a need for personalized， applied， and incidentaltraining. Previously， what was often referred toas the “impossible triangle” of high quality， largescale， and sustainable teacher training can now beaddressed with digital system educational technology.She comprehensively interpreted the concepts oftechnological innovation and change for pursuingcompetency-oriented， capability-based large-scaleprecision research and training.

此外，與會專家認為，教學資源與教師發展有密切的關系。教學資源是教師發展的重要基礎，它可以幫助教師更好地完成教學任務，提高教學質量。同時，教學資源也可以促進教師的專業成長，提高教師的專業素養和教學能力。而身處數智時代，技術變革與教學資源開發相結合，更有助于推動國際中文教師的專業發展。

Furthermore， experts at the meeting held thatthere is a close relationship between pedagogicalresources and teacher development. Pedagogicalresources are the crucial foundation for teacherdevelopment， able to assist teachers in better fulfillingtheir instructional tasks and enhancing instructionalquality. At the same time， teaching resources can alsopromote teachers professional growth， improvingtheir professional competence and teaching abilities.In the era of digital intelligence， the combinationof technological change and the development of?teaching resources further supports the professionaldevelopment of international Chinese teachers.

宣力指出，在現今數字化時代，以教材為基礎設計，良好的教學課件可以彌補年輕教師在教法上的短板。同時，互動良好的課件設計可以直接、快速地傳遞最新教學理念，帶動教師的教學積極性。

Xuan Li pointed out that in todays digital age，with textbooks as the basis for design， well-designedteaching materials can compensate for youngteachers shortcomings in teaching methods. At thesame time， well-designed interactive courseware candirectly and quickly convey the latest pedagogicalconcepts， boosting teachers enthusiasm for teaching.

朱俐強調了課堂教學的重要性，她回顧自己20年來在CET新手教師培訓中的經歷，指出新手教師在將知識轉化到實踐教學上時仍存在困難，需要指導教師對其進行培訓，不斷打磨教學資源，提升其教學技能。因此，她呼吁共同建設優秀頭部教學資源，例如優秀的網絡課件等，用于新手教師培訓。

Zhu Li emphasized the importance of classroomteaching. Reflecting on her 20-year experience inCET novice teacher training， she pointed out thatnovice teachers still face challenges in translatingknowledge into practical teaching and they needguidance and the continuous refinement of teachingresources in order to enhance their teaching skills.Therefore， she called for collaborative construction ofexcellent top-tier teaching resources， such as qualityonline courseware， for novice teacher training.

④把握國際中文教育新趨勢，推進跨學科創新實踐Grasp the New Trends in InternationalChinese Education， PromoteInterdisciplinary Innovative Practices

梁霞提出，美國高校人文學科之間的跨學科研究的實踐值得關注。她指出，最近二三十年，美國學界特別強調跨學科研究。例如，女性主義研究的理論對美國漢學家研究中國女性文學曾起到重大的參考和借鑒作用。他們從跨學科研究的不同視角出發，不僅在中國女性文學研究中取得豐碩成果，而且在西方女性主義研究領域中別樹一幟。這樣的跨學科研究對于國際中文教育和國際中文教師教育也是具有啟發意義的。此外，梁霞認為，來自不同人文研究領域的教授通過合作、切磋，共同完成同一門課程的教學，這樣的教學形式也是值得借鑒的。

Liang Xia proposed that the practice ofinterdisciplinary research in American humanitiesdeserves attention. She pointed out that in therecent two to three decades， the Americanacademic community has particularly emphasizedinterdisciplinary research. For example， the theory offeminism research has been an important model inAmerican sinologists research on Chinese womensliterature. Through the different perspectives ofinterdisciplinary research， they have not onlybeen fruitful in their research on Chinese womensliterature， but they have also been unique in Westernfeminist research. Such interdisciplinary research isalso instructive for international Chinese educationand the training of international Chinese teachers.In addition， Liang Xia held that professors fromdifferent humanities fields collaborating， negotiating，and teaching the same course is a pedagogicalpractice worth emulating.

宣力也指出，跨學科實踐是當今西方教學的主流。她認為，不僅在大學階段，在中學階段也更加強調學科之間的交叉融合，存在用中文教授其他學科的需求。特別是如今華文教育也納入了國際中文教育中，跨學科的實踐是存在的。丁安琪指出，未來可以依托華東師范大學在教師教育領域的優勢，推進跨學科交流，為國際中文教師教育提供支持。

Xuan Li also pointed out that interdisciplinarypractice is mainstream in contemporary Westerneducation. She held that not only at the universitylevel but also at the secondary school level， there is anincreasing emphasis on cross-disciplinary integration，with a demand for teaching other subjects in Chinese.Especially now that overseas Chinese education hasbeen incorporated into international Chinese education，interdisciplinary practice does exist. Ding Anqisuggested that in the future， leveraging the advantageousposition of East China Normal University in the fieldof teacher education can promote interdisciplinaryexchanges and provide support for the training ofinternational Chinese teachers.

6結語Conclusion

與會專家的思考與探討為國際中文教師教育的發展厘清了思路，探明了方向，提供了方法。值得一提的是，與會專家一致認為，國際中文教師教育的發展離不開國際交流合作、平臺建設與資源共享，而全球中文教師教育聯盟的成立正好提供了一個互學互鑒、共建共享的平臺。期待未來能夠通過全球中文教師教育聯盟實現優勢互補和資源共享，充分發揮集群效應，推進國際中文教育交流合作。

The discussions and reflections of the experts atthe conference have clarified thinking， showed thepath ahead and provided methods for the developmentof international Chinese teacher education. It isworth noting that the experts unanimously heldthat the development of international Chineseteacher education cannot be separated frominternational exchanges， platform construction， andresource sharing. The establishment of the GlobalChinese Teacher Education Alliance provides justsuch a platform for mutual learning， mutual help，collaborative construction， and shared resources. It ishoped that in the future， through the Global ChineseTeacher Education Alliance， complementary strengthsand resource sharing can be achieved， fully leveragingthe cluster effect， and promoting internationalexchanges and cooperation in Chinese education.