中文教育师资建设

来自国内外多所高校的校长、专家学者，孔子学院中外方院长、教师等近500 人次与会代表参加论坛，40 位发言人参加讨论。

发言人一致认为，当前汉语国际教育形势呈现以下特点：全球汉语学习需求快速增长，对教师的需求大幅增加；汉语国际教育事业日益呈现多元化发展态势，对教师的需求也复杂多样；对教师和教育管理者的要求日益提高。在此背景下，汉语教师（包括本土教师、志愿者）培养培训、教师标准作为学科和事业发展核心要素的重要性也日益凸显。

工作坊1.基于需求的“汉语国际教育”专业建设

北京语言大学校长刘利提出了汉语国际教育专业“五个体系”建设。一是构建本硕博相贯通的一体化教师教育体系，二是构建分类培养、差异发展教师教育体系，三是构建“学历教育”与“教师培训”相贯通的教师教育体系，四是构建海外本土汉语教师培养、培训教师教育体系，五是构建汉语教师评价标准和评价体系。

美国特洛伊大学高级副校长Lance Tatum 认为汉语国际教育专业人才培养首先需要帮助学生适应当地课堂管理、教学策略、学生差异、教学评估等方面的要求；二是注重培养适应当地教育体制的应对文化差异、学生背景差异等跨文化交际能力。美国肯塔基大学孔子学院修华静院长比较了中美国际外语硕士与汉语国际教育硕士课程，认为中外培养课程应互通有无，互相借鉴，对接当地教育体制要求。

中国人民大学教授李泉认为，师资队伍建设是学科建设的关键所在。汉语国际教育师资人才培养，应由以往知识考核先行的选才考核模式转变为“素养”考核先行的考核模式。同时，重视专业基础教育，提高汉语教学核心知识和能力的培养。奥地利维也纳大学教授李夏德认为，本土汉语师资专业人才培养应注重适应岗位需求，同时还要注重中国国情、中国文化及国际关系等专业内容的学习和教学能力的养成。

埃及开罗大学孔子学院院长李哈布认为，外国大学的汉语专业人才培养定位要满足当地社会经济发展的需要。美国哥伦比亚大学孔子学院院长刘乐宁认为，美国中文专业学习者学习的动力来自汉语在社会中的实际应用，因此，中文专业出现“中文+（工商、法律、医学等）”的新趋势，要求教授中文专业的教师建构多元复合型知识结构，以适应社会对人才的需求。

工作坊2.国际中文教师标准和能力认证

与会代表认为，为适应汉语国际教育发展的新形势，进一步推动《国际汉语教师标准》与国际接轨，加快对《标准》和能力认证方式的改革势在必行，对于促进教师职业化专业化水平的发展有重要意义。

北京大学教授赵杨认为，对目前“大而全”的《标准》改革的三原则。一是，保证效度，侧重能力导向；二是，可操作性，细化能力描述，使其更具实用性；三是，与国际接轨。华东师范大学教授叶军认为，中国作为汉语母语国，《国际汉语教师标准》不能取代各国的教师标准，而应成为各国汉语教师培养和教师发展的引领和参照。

北京师范大学副校长周作宇认为，做好标准的本土化，实际上是在跨文化、跨国政策背景下解决教师胜任力的问题。英国伦敦理启蒙美国国际大学教授张新生认为，标准的制定和能力认证需考虑国别和教师类型的差异性，进行分类认证。法国波尔多蒙田大学副教授邵宝庆认为，汉语教师要符合各国对教师标准的要求，并针对不同需求制订不同的标准，解决标准对象差异性的问题，可对《标准》作量化描述并进行能力分级，便于教师本人自测与用人机构评估。美国肯扬大学教授白建华认为国际中文教师标准和认证模式可借鉴美国当前比较系统和全面的二语教师资格和能力认证体系，将能力认证和教师的培养培训结合。孔子学院总部驻西班牙事务代表张丽表示，塞万提斯学院将对外西班牙语教师分为初级、中级和专家型高级三个级别，并建立了西班牙语教师模型和教师标准体系，是教师培养培训的重要依据，值得借鉴。

英国知山大学孔子学院外方院长Mark Schofield 认为，标准和能力认证是保证国际中文教师持续专业发展的重要支点。通过能力进阶认证，可以推动教师不断提升职业能力，实现良性循环。俄罗斯圣彼得堡孔子课堂张蕈丽认为，作为孔子学院专职教师，标准的制定以及分级能力认定的实施，对于打通专职教师职业发展路径意义重大，并建议可将能力认证与国内学校的职称晋升或有关待遇挂钩，为教师的职业化提供保障。

工作坊3.中文教师本土化的新思路

北京外国语大学副校长闫国华建议中国高校“走出去”创办国际中文教师学院，与海外高校联合培养本土汉语师资人才，使培养的人才本土化落地。华东师范大学国际汉语文化学院副院长丁安琪建议，本土汉语师资教师队伍建设，一方面采取本硕博一体化的国外师范专业建设、联合培养和来华攻读学位等学历教育大批地培养本土师资人才；另一方面采取国外学分课程、孔院研修、来华培训等非学历专业培训促进其职业发展。孔子学院总部驻西班牙事务代表张丽通过介绍西班牙本土教师发展状况，提出依据国际汉语教师标准，建立量化测评体系，为教师分级分类培养培训提供依据，加强培养培训的针对性。法国世界汉语教学学会副会长白乐桑认为，中文教师具备双语言文化意识，了解当地汉语教育体制，可提高教学效率。同时，需经过系统的教师培养和专业培训，弥补自身条件、文化条件和学术条件的短板，纠正错误的教学行为和专业行为。

日本北陆大学专务理事周航认为中方教师在对赴任国国情、文化、语言等方面存在认识不足，任期短、签证难。建议可利用当地人力资源，如孔院所在大学的中文专业教师；来华留学或奖学金生；通过“汉语国际教育”专业培养或“新汉学”计划培养的优秀留学生、华人华侨、中方退休专家教师等。

乌干达麦克雷雷大学孔子学院院长Gilbert Gumoshabe认为，在当地政府教育主管部门的支持下，培训培养在职的中学青年本土教师是一个有效的新途径。苏格兰中小学孔子学院执行院长林凡认为本土化是逐步融入当地的课程建设的长期过程，并介绍了苏格兰类似的项目，如培训全科授课的苏格兰小学教师。孔子学院与当地教育局、开放大学合作，采取网络和沉浸式学习，使全科教师能够上岗教授汉语；在苏格兰政府支持下，设立2 年的硕士课程，孔院与当地高校合作培养。教师完成课程后将获得中文教师资格；苏格兰中学语言教师在职深造项目，计划对中学在职法语、德语、意大利语教师进行中文培训。

工作坊4.汉语教师志愿者项目的瓶颈与发展

近年来，海外对志愿者的需求持续增长，目前派出数量难以满足需求，个别地区还有签证等障碍限制志愿者派出。新西兰奥克兰大学孔子学院外方院长姚载瑜以中文助教项目为例，认为目前单一“输血”模式难以与不断扩大的需求相匹配，需要多方一起探讨，共同“造血”，共建双赢项目。英国伦敦大学教育学院孔子学院外方执行院长朱晓茗提出可以在当地招募志愿者。巴西里约热内卢天主教大学孔子学院中方院长乔建珍建议中外方共同举办宣讲项目，设立专业实习项目，提高志愿者待遇，提供就业渠道等等，共同努力提升项目吸引力，让更多优秀人才加入。

目前岗位对志愿者提出了更高、更具体的要求，斯洛伐克考门斯基大学孔院中方院长叶蓉举例，希望志愿者掌握当地语言、具有专项技能、掌握中小学教学管理方法、具有高等学历学位等。美国圣克劳德大学孔子学院外方院长Kathryn Johnson 和古巴哈瓦那大学孔子学院外方院长Yorbelis Rosell 等多名院长建议根据不同地区岗位对志愿者的能力要求，结合各种资源，为志愿者提供更具针对性、有效、实时的培训和在岗教学指导与生活保障等。

孔子学院非洲研修中心常务副主任、浙江师范大学国际处处长徐丽华介绍了非洲志愿者的岗位特点和孔院多元化需求，建议应该关注志愿者后续发展情况，更好地发挥志愿者群体的长效作用，持续激发志愿者这一群体对中外交流发展的独特作用。

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.