What qualities should a teacher of Chinese as a foreign language possess?

What qualities should a teacher of Chinese as a foreign language possess?

With the establishment and development of Confucius Institutes around the world, more and more people are interested in Chinese teaching. I often meet many foreign students from China. Most of them are not Chinese majors, but they want to contact teaching Chinese as a foreign language or switch to teaching Chinese as a foreign language in the future. I come from China Renmin University. I used to teach Chinese as a foreign language at Durham University in England, and now I teach at the Confucius Institute at Dublin University. The following are the qualities that I have brought to you as a teacher of Chinese as a foreign language. Welcome to reading.

First, the standard of Putonghua must pass.

The so-called "passing the test" means that according to the "certification of teaching Chinese as a foreign language" by the office of the International Chinese Proficiency Committee, it should reach Grade 2 or above. Teaching Chinese as a foreign language is Mandarin, not dialect, nor Mandarin with dialect flavor. If you want to teach Putonghua, there is no doubt that the more standard Putonghua is, the better it is, and it is best to reach Grade One or Grade Two. Reaching Grade B or Grade A shows that your Mandarin is basically free from defects in pronunciation, vocabulary, grammar and expression.

Second, have the corresponding knowledge of Chinese.

Not everyone who can speak Mandarin can engage in teaching Chinese as a foreign language. The target of teaching Chinese as a second language is mainly people whose mother tongue is not Chinese. Due to the comprehensive influence of time, conditions, environment, mother tongue and learning motivation, they will certainly look for language rules in the learning process, rather than being influenced by their children's mother tongue. Therefore, Chinese teachers should be able to explain the basic rules of Chinese pronunciation, vocabulary and grammar. For example, international students often say, "I didn't come to class yesterday, and I don't know what homework to leave." Everyone who speaks Chinese knows that the word "no" in this sentence should be replaced by "no" A teacher explained that "the past is useless and the future is useless." But "I wasn't at home yesterday" and "I wasn't at home yesterday" can be said to be yesterday. Why are "no" and "no" common again? Some people can't explain it, so they say, "It's a habit of China people.". If it's all the habits of China people, aren't China people very irregular? How do students study? In fact, this problem is explained in Chinese grammar. At this time, if you have the corresponding grammar knowledge, what is the difference between "le" after the verb and "le" used at the end of the sentence, and what is the dynamic meaning of "guo", it will be much easier and more scientific to explain. For another example, a student's pronunciation of Chinese pinyin "R" is not good, and some teachers ask him to repeat it. After a long time, he still can't learn it, and the teacher can't help it. This is the reason for the lack of phonetic knowledge. In fact, a simple tongue bitmap, coupled with the teacher's appropriate explanation and demonstration, can be solved. Therefore, teachers of Chinese as a foreign language should actively learn and master Chinese knowledge.

Three, master the necessary knowledge and skills of China culture.

Language and culture are inseparable. Learning Chinese is bound to contact with China culture, so it is necessary for teachers to fully understand China culture. For example, some people can't even remember the order of Chinese dynasties, and it's easy to make mistakes. If we can master certain cultural skills, Chinese teaching will be even more powerful. Because I have always liked the traditional culture of China, I have carried out many activities in Durham University in England and Dublin University in Ireland, such as teaching Tai Ji Chuan, calligraphy, writing Spring Festival couplets, singing Peking Opera, cooking Chinese food and making jiaozi. These activities are not only deeply loved by students, but also have a certain impact on society. The most impressive time was writing calligraphy works in the city hall of Durham, England. There is a long line. I wrote for more than six hours until I ran out of paper and ink. After my Tai Ji Chuan class started, many people drove for an hour or two to study. Through these cultural activities, I made many friends, and through them, I expanded the influence of China's traditional culture.

Fourth, have good communication skills and necessary foreign language skills.

Chinese teachers should be friendly and have the ability and skills to communicate with others, otherwise it is hard to imagine that your Chinese class will be lively and interesting. Professor Cui Xiliang, president of beijing language and culture university, gave an example. A Chinese teacher explained "jump" in class and read it according to the dictionary with a straight face: "Keep your feet off the ground and push your body up", but the students didn't understand. Professor Cui jokingly said that this is not "jumping" but "hanging". The Chinese teacher didn't expect to do an action. Give a demonstration and the students will understand immediately. In addition, you need to have the necessary foreign language skills, at least you can communicate in the local language or with the help of English. Foreign students are familiar with the local language and culture, which is a favorable condition for teaching Chinese.

5. Relevant requirements are also essential.

(1) Love and dedication, teaching methods and personality charm are also essential for an excellent Chinese teacher.

At present, there is a great demand for teachers of Chinese as a foreign language. In addition to sending Chinese teachers and volunteers every year, Hanban is also formulating relevant policies to recruit Chinese volunteers locally. I hope that friends who are interested in teaching Chinese as a foreign language can make preparations in advance and become qualified foreign language teachers as soon as possible. Li Luxing, Confucius Institute, University of Dublin, Ireland, from Ireland. This is the most basic ability of a qualified teacher of Chinese as a foreign language. Only know "how to say it in Chinese?" "How to write Chinese characters?" Far from enough, we must also understand "why do you say this in Chinese?" "Why should Chinese characters be written like this?"

At present, as a student majoring in Chinese as a foreign language, how high is your standard of Putonghua? How many Chinese characters do you know? Did you write a typo? How about your chalk, pen and brush calligraphy?

Many students put forward that this major "only pays attention to Chinese and ignores foreign teachers", which is biased. In fact, the most important thing for TCFL majors is "Chinese ability". Not all people who can speak Chinese can teach Chinese as a foreign language, and not all people who can speak Chinese really understand Chinese. It is a basic purpose of teaching Chinese as a foreign language to improve the intuition of mother tongue to the level of rational understanding.

(B) foreign language ability

At present, teaching Chinese as a foreign language generally adopts the basic teaching language mode of "Chinese as the main language, supplemented by foreign languages". The value of foreign languages in teaching Chinese as a foreign language is self-evident. But remember not to put the cart before the horse. After all, Chinese is the essence of teaching Chinese as a foreign language. It should be noted that foreign language learning should be less and more intensive. Students should seize the advantages of studying in foreign language universities, choose a foreign language, learn more and speak more accurately, and improve their oral and written foreign language skills in an all-round way.

(C) Cross-cultural communication skills

As teachers of Chinese as a foreign language, we have to face people from different societies, cultures, countries and nationalities, which is bound to directly face the problem that culture really hurts people. We should learn to overcome the interference of "Han centralism" and "China's theory of cultural superiority", and learn to respect each other's values, belief system and "local knowledge", which is also related to the ultimate effect of teaching Chinese as a foreign language.

Expand the qualifications for teaching Chinese as a foreign language.

First, it is not easy to be an excellent teacher of Chinese as a foreign language.

There is specialization in the technical field, which tells us that teachers of Chinese as a foreign language must have their specific requirements. If teaching Chinese as a foreign language is as simple as "pediatrics", it is a big mistake. In fact, teaching foreigners to learn Chinese is a glorious and arduous task. Its glory lies in spreading the excellent culture of our Chinese nation, letting the world know about China and enhancing China's international status and influence. As sons and daughters of China, we deeply feel its glory, and as teachers of Chinese as a foreign language, we also feel a great responsibility. Its arduousness lies in that due to the influence of cultural differences, individual differences of students and other factors, various problems will be raised. Teachers of Chinese as a foreign language need to have a variety of skills to meet the needs of foreign students at different levels. Teaching Chinese as a foreign language is not as simple as we thought. Many people think it is much easier to teach foreigners to learn Chinese than to teach undergraduates and graduate students in colleges and universities. In fact, teachers who teach Chinese as a foreign language need more skills and despise those who teach Chinese as a foreign language.

Second, teachers must have professional knowledge and subject knowledge.

Why teachers of Chinese as a foreign language must have profound professional knowledge? As we all know, language is the carrier of culture, Chinese carries the excellent cultural heritage of our Chinese nation, and the basic teaching of Chinese as a foreign language is the teaching of Chinese language and characters, which requires that teachers of Chinese as a foreign language must have basic knowledge and knowledge of Chinese language and characters. As a teacher of Chinese as a foreign language, you must have profound professional knowledge. In the initial stage of teaching, it is the fundamental purpose of teaching Chinese as a foreign language for foreign students to learn and master Chinese as a communication tool. We should not only have extensive cultural knowledge, but also have rich foreign cultural knowledge, and pay attention to the special teaching object of international students.

Why do teachers of Chinese as a foreign language have to have knowledge of related subjects? On the one hand, it is for the future development of international students. Although the international students we are facing now mainly study Chinese, they will involve various subjects in the future. On the other hand, just like when we were young, we were full of admiration for our teachers and asked questions around them. In the eyes of foreign students, Mr. China should know China like the back of his hand. This requires us to study the knowledge of related disciplines in a targeted manner. For example, if you want to teach business Chinese, you should learn some business knowledge. If you want to teach medical Chinese, you have to learn some medical knowledge.

Third, the teaching art and skills that teachers need.

Facing foreign students with zero starting point, how to activate the classroom in a limited time, so as to stimulate students' interest in learning and teach them useful knowledge? This requires the accumulation of professional experience in teaching Chinese as a foreign language. If Chinese teachers in elementary classes do not have certain teaching art and skills, it is difficult to meet the above requirements only by professional knowledge and subject knowledge. If Mr. China just muddles along with the textbook knowledge, it will be difficult for foreign students to be interested in learning boring classes. In this case, improving teaching quality requires the organic combination of high-quality teachers, high-quality Chinese textbooks and efficient teaching methods, and teachers of Chinese as a foreign language must master certain teaching skills and techniques.

Fourth, handle the relationship between teachers' "teaching" and students' "learning"

Teachers and students are two subjects in the teaching process, and their relationship is the most basic among many relationships in the teaching process. Dealing with the relationship between them is very important for the implementation of teaching. Teachers mainly reflect the leading role. It is to guide students to learn, which plays a guiding and enlightening role in students' learning, so that they can find the fun of learning Chinese, fall in love with learning Chinese, and give timely guidance and explanation when they encounter difficulties in learning Chinese. Students should play their main role, they are the main participants in the teaching process. Learning is mainly students' learning. Teachers should perform the duty of teaching and educating people, and students should learn independently according to the guidance of teachers and digest the Chinese knowledge taught by teachers. Only the close cooperation of the two can better realize the teaching of Chinese as a foreign language.

Verb (abbreviation of verb) prevents and overcomes cross-cultural negative transfer.

As teachers of Chinese as a foreign language, we should pay attention to cultural exchange and reveal the similarities and differences between foreign students' mother tongue culture and China culture. In our teaching, there are often jokes and embarrassment caused by cultural differences, which are caused by different geographical and cultural backgrounds. In the process of learning Chinese, it is inevitable that it will be inconsistent with the native culture, which requires teachers of Chinese as a foreign language to fully understand the similarities and differences between the native culture of foreign students and the culture of China, and teach consciously. Cultivate students' Chinese thinking habits. As we all know, thinking is an abstract reflection of objective things by the human brain. Therefore, in the process of teaching Chinese to foreign students, we should introduce them to China people's thinking habits, help students correctly understand cultural differences, cultivate students' thinking habits in Chinese in our teaching, and gradually internalize this model through a lot of communication practice, so as to help them form their conscious Chinese thinking habits, truly do as the Romans do, and realize the transformation of social roles. This requires careful preparation by teachers of Chinese as a foreign language to help foreign students prevent and overcome cross-culture in learning Chinese.

Foreign students come to China. They are our students and friends, and they are a group of ambassadors for our friendly exchanges with other countries in the world. As teachers of Chinese as a foreign language, we have the responsibility to let them learn Chinese well and understand China. We should constantly explore the educational reform in practice, aspire to be an excellent teacher of Chinese as a foreign language, and train groups of useful talents who know China, love China and are friendly to China.

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