国际中文教师教育专家谈International Education Experts’Discussion on How to Improve International Chinese Language Teachers’ Education and Training

丁安琪 宋艳杰Ding Anqi　 Song Yanjie

“汉语是中国的语言，也是世界的语言。”漢语是世界上使用人数最多的语言之一，国际中文教育是中国提供给世界的重要公共产品。蓬勃发展的国际中文教育，给国际中文教师教育带来了前所未有的发展机遇，但同时，诸多挑战也随之而来，如何把握好机遇、应对好挑战，已成为推动国际中文教师教育不断向前发展的重要课题。

“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.

全球范围内，对国际中文教师“量”与“质”的需求与日俱增。加强国际中文教师教育，尤其是紧贴海外需求，培养培训高水平的本土中文教师势在必行。在这一背景下，2023年12月15日～ 17日，全球中文教师教育联盟成立大会暨中文教师教育论坛在华东师范大学召开。来自阿塞拜疆、埃及、澳大利亚、韩国、加拿大、美国、南非、泰国、新加坡、匈牙利、意大利、印度尼西亚、英国、越南、中国（按照中文拼音排序）等15个国家的国际中文教师教育领域专家学者与一线工作者齐聚华东师范大学，以主旨报告、圆桌讨论、专题研讨等形式，围绕大会主题开展深入研讨，群策群力，凝聚共识。

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.

澳门城市大学校长刘骏、中国人民大学教授李泉、华东师范大学开放教育学院院长闫寒冰分别以“从英语教师教育到汉语教师教育：国际传播的哲学思考”“中国对外汉语教学：教师教育70 年”“教育数字化转型与教师发展创新” 为题作主旨报告。报告分别从英语教师教育、汉语教师教育、教育技术三个角度出发，探讨了国际中文教师教育问题。与会专家对主旨报告反响热烈，在圆桌讨论与专题研讨中，对报告内容作出了回应。

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.

与会专家聚焦国际中文教师教育进行了务实而充分的交流，一致认为教师问题是“三教”问题的核心，中文师资培养培训对国际中文教育发展有着重要的影响。从国际中文教师教育面临的机遇、挑战到未来的可持续发展，与会专家展开研讨，集思广益，提出了切合实际的意见与建议，凝练出四大议题：本土中文师资队伍建设与可持续发展，需求导向与多元化发展，国际中文教师素养与认证，以及国际中文教师教育理论与实践探索。

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本土中文师资队伍建设与可持续发展Building and Sustainable Development of Local Chinese Teaching Staff

与会专家普遍认为，建设本土中文师资队伍，由外来师资“输血”转为自身“造血”，对推动当地中文教育的可持续发展具有极其重要的意义。专家就本土中文教师的内涵、对象、意义，及其所面临的本土化挑战与发展路径等方面进行了讨论。

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擴大本土化范围，探究本土化对象Expand the Scope of Localization and Explore the Targets of Localization

刘骏在主旨报告中指出，没有好的教师就没有好的学生，从英语教师教育经验来看，世界上90%的英语教师都并非来自英美国家，而把英语为非母语者培训为英语教师则是关键。反观中文教育，目前很多国家仍依赖于中国的师资“输血”。因此，只有当本土中文教师成为该国中文教育的主体和主流，国际中文教育才能可持续发展。

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.

对此，刘乐宁提出了两个问题：（1）何为本土教师？（2）教师本土化到底“化”谁？他指出，本土中文教师不应狭窄、简单地定义为在当地土生土长的教师。那些在中国成长并接受教育，后来在欧美等国家接受二次教育、拿到终身教职并留在当地任教的教师也是本土中文教师。

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.

针对美国、欧洲目前中文教师短缺的问题，刘乐宁鼓励中国国内优秀的研究生赴欧美攻读第二学位，争取留在当地成为本土教师，这些人可以是教师本土化的对象。

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“无人化”困境，推动可持续发展Analyze the Dilemma of“ No One to Localize” and Promote Sustainable Development

对于中文教师本土化，叶秋月提出匈牙利等国未来可能面临“无人可化”的问题。匈牙利尽管目前有定期举办的本土中文教师培训，但仍然面临着本土中文教师青黄不接的局面：资深中文教师有情怀，有教学热情，而新一代的中文教师人数却在下降，很多大学中文系培养的学生毕业后，由于种种原因，没有从事中文教学工作，这造成了本土中文教师的大量流失。胡月宝介绍了新加坡的中文教学与师资情况，指出新加坡也面临着本土中文教师流失的问题。这一问题给匈牙利、新加坡以及有类似情况的国家的本土中文教師队伍、国际中文教育可持续发展带来了挑战。王维群指出，在中文师资队伍建设上，要考虑对现有中文师资的培养，还要考虑未来的师资储备。

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.

从中文融入所在国国民教育体制角度，张新生诠释了本土中文教师培养对国际中文教育可持续发展的重要性。他认为“融入”包含不同层次，中文是否融入国民教育体制的一个重要标志是看所在国是否具备比较完善的中文师资培养体系。如果该国没有一个独立的中文教师培养机制，没有自己的“造血”机制，这种融入是无法长久的。因此，培养所在国的本土中文教师是非常重要的。

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.

马跃指出，在南非中文教育师资方面最关键的问题是如何培养最基本的中文教学队伍。对此，他认为要“几条腿走路”，齐头并进：除依赖孔子学院、孔子课堂教师支持外，还要推动南非中文教育师资稳定化、本土化，特别鼓励中国派遣的汉语教师志愿者加入本土中文教师队伍，推动南非中文教育的可持续发展。

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需求導向与多元化发展Demand Orientation and Diversified Development

专家指出，国际中文教师培养培训应该明确培养对象，以需求为导向，结合当地国际中文教育实际情况，推进全球中文教师教育多元化发展。

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明确教学对象，开展需求分析

Define the Teaching Target andConduct Needs Analysis

张新生指出，教师的培养与发展首先要明确国际中文教育的对象。他将目前的国际中文教育分为四大板块：国内的对外汉语教学、有中国教师参与的中文教学、本土的学历或非学历中文教育、华文教育。他强调，只有知道国际中文教育对象在哪儿才会涉及教师的问题，才能去分析、了解教师的需求。他援引相关统计数字，并结合实际情况，指出本土中文教育与华文教育的学习者人数占据了国际中文教育学习者人数的绝大部分。因此，他强调国际中文教师教育一定要看到主战场，知道主要对象在何方。

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，要在教师需求分析的基础上，设计、提供有针对性的教师培训方案，这样才能够帮助一线教师解决实际问题。他认为可以从几个方面来分析需求：首先是教学层次。以加拿大为例，加拿大既有大学正式的汉语课程，又有中小学双语课程或是作为外语开设的汉语课程，还有华人社区开办的周末中文学校。不同教学层次的中文教师的需求存在差异。其次是中文教师的背景。社区学校和周末学校的中文教师真正受过外语习得训练的相对较少，这些教师的需求与受过专业训练的外语教师的需求显然存在差异。另外，专业中文教師的培训需求也不尽相同。因此，他认为，针对不同的教师群体，提供的培训内容、设计的培训方案也应该有所不同。

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立足当地实际，促进多元发展Grounded in Local Reality to PromoteDiversified Development

与会专家对所在国家或地区的中文教育情况进行了介绍，并基于国际中文教师教育需求多样化的现状提出：一方面，应该立足于当地实际情况与需求，推动中文师资建设真正落地；另一方面，要加强国际合作与平台建设，互通有无，协调发展，共同推进国际中文教师教育多元化发展。

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.

李复新介绍了澳大利亚中文教育的历史与现状，探讨了新形势下国际中文教师教育的合作形式，提出希望合作能够在“民间需求、业界推动、政府承认、全国支持”下进行。

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.”

蔡昌杰认为，印度尼西亚中文教师教育呈现差异化态势，大中城市与边远地区的中文教师培训处在不同的发展阶段，应该根据各自需求进行相关培训。此外，他还提出需要加强国际中文教师管理方面的培训。

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，泰國中文教育逐渐从单一的中文教育转向了“中文+”教育，例如，“中文+商务”“中文+医学”等，因此，泰国中文教育面临着其他非中文学科教师缺乏的问题。对此，他希望能够加强相关师资培训。此外，针对泰国汉语志愿者教师流失的问题，他提出建立参训教师培训后的跟踪体系，对参训教师的职业发展作纵向调查。

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.

阮黄英提出，要加强中越中文师资交流，通过项目研究合作，提升越南中文教师的科研能力。此外，她还提出越南中文教师，特别是新手教师，在幼儿教育和非学历教育上面临挑战，需要对其进行有针对性的培训。阮国偲从教学资源可及性的角度，提出应尽量派送越南中文教师来华接受短期培训。

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.

朱俐认为，海外中文非学历教育的发展至关重要，呼吁加强国内外交流，推动来华交流项目的落地。郭志岩介绍了英国华威大学的中文教学情况，指出目前在师资，特别是研究生助教（GTA）方面存在需求，并在教学、考试资源方面面临挑战，希望能够通过国内外合作，促进师资与资源共享。

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国际中文教师素养与认证International Chinese Teacher Competency and Certification

针对国际中文教师素养的议题，与会专家提出要对教师素养构成开展研究，并应该深入研究教师认证问题，推动多方面教师认证。

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关注教师素养，探清构成要素Focus on Teacher Competency andIdentify Constituent Elements

甘瑞瑗建议对职前、职中中文教师进行性向测验（Aptitude Test），从而探清教师是否适合从事国际中文教学工作，或者查明其存在的问题，助力国际中文教师培养培训。

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.

白建華赞同朱国华院长在大会致辞时提出的“缺什么补什么”的发展策略，并指出想知道“缺什么”，离不开与之密切相关的评价。他以香港中文大学、哈佛大学实证研究为例，认为摸清一位优秀教师应该具备的要素并加以细致的评价，可以知道教师“缺什么”，然后在此基础上设计课程，便能做到“补什么”，同时，这也能为厘清教师教育的重点工作提供很好的依据。此外，他还指出，教师具备解决实际问题的能力是至关重要的。

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.

李泉在主旨报告中指出，国际中文教师的素养在人才选拔的考量要素中尤为重要，选拔人才时除了要考查教师的专业能力，还应关注教师的性格特点等因素。同时，教师教育观念的重要性不容忽视。他主张培养智慧型、策略型和战略型的国际中文教师，以应对多元化、国际化教育环境的变化。

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.

在国际中文教师素养方面，张新生认为，国际中文教师首先应该明确教学目标和理念，即为什么要教书？教师自己的外语学习体验如何？教师自己得是一个外语学习者，知道怎么学习，多思考什么是学习，才有可能教好别人。其次，教师应该注重反思，以避免思维僵化。第三，教师要能够开展行动研究。基于实践的行动研究强调实证和解决问题，教师能够基于实践，并通过反思与研究解决问题是非常重要的。

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，在这个数字化时代，教师要擅于利用现代科技手段，探索在线教育、数字教育、虚拟教育等新的教育模式，以适应学生多元化的学习需求。

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认证研究深入化，教师认证多维化In-Depth Certification Research andMultifaceted Teacher Certification

叶军介绍了华东师范大学IB教师认证情况。宣力指出有必要对国际中文教师认证作深入研究，例如，要了解各国的教师认证要求。吴勇毅认为，国际中文教师培训认证工作既有必要性，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.

闫寒冰引用《地平线报告》的有关论述，结合教师培训实践经验，指出可以通过“微认证”来对教师进行能力评价。

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

马跃指出，一方面，以往中国派遣的汉语志愿者归国后往往因为缺少对口工作而转行，这是一种资源浪费；另一方面，各国对师资培养的要求不同。基于这两方面原因，他希望汉语志愿者能够通过学习，获得任教国当地的师资认证，充实当地本土中文教师队伍。

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國际中文教师教育理论与实践探索Exploration of International Chinese Teacher Education Theory and Practice

專家对国际中文教师教育理论与实践的探索，集中体现在：正视经验借鉴的问题，廓清理论，促进理论与实践相互转化；培训模式关注“反馈指导”，培训方法聚焦“最佳实践”；技术创新实践助力教师教育，资源构建推动教师专业发展；把握国际中文教育新趋势，推进跨学科创新实践。

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经验借鉴与理论廓清，理论与实践相互转化Experience Borrowing and TheoryClarification， Mutual Transformation ofTheory and Practice

刘乐宁对比了TESOL和TCSOL在教师情况、教学环境、语言地位、学生学习动机上的差异，强调在借鉴TESOL经验的同时，要注意TCSOL的独特性和经验适用问题。

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.

刘乐宁认为，教师教育者的语言观、对二语习得理论的理解和教师培训的指导思想都会对教师培训产生直接影响，如果教师教育者没有廓清相关理论，那么具体实践就会出现偏差。以语法为例， 刘乐宁指出，如果仍停留在介绍语法是“抽象的脱离语境的规则”，忽视语法理论体系，是不适宜、不公平的。而未将最新、最好的语言学本体研究成果转化成教师需要的教学语法，仍是目前国际中文教师教育中存在的重要问题。

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.

梁霞探讨了教学理论与实践之间的关系，提出应怎样看待外语教学的理论对国际中文教学的指导意义，应在多大程度上强调国际中文教学的特殊性和中文教学作为外语教学的共性，这些问题是值得一再思考的；而应该怎样升华国际中文教学的实践，把它变成对整个外语教学有指导意义的理论，则是最终要实现的目标，这个过程虽然漫长，却有意义。

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培训模式关注“反馈指导”，培训方法聚焦“最佳实践”Training Model Emphasizes“ FeedbackGuidance，” Training Methods Focus on“Best Practices”

闫寒冰在主旨报告中介绍了教育学领域成人学习评估模型，指出目前很多教师培训只让学习者达成了低层的习得效果，没有达到高层的迁移效果，即学习者未能在真实的工作场景当中迁移所学；而现在的教师培训变革方向就是要实现从习得到迁移。她指出，很多教师在参加完学习、培训后，觉得能力没有迁移。那么到底为什么没能迁移呢？闫寒冰以一项两位美国专家的实证研究为例，该研究通过同一个培训主题、不同的培训要素组合探索知识技能迁移的变化，提出了学习者只有在“理论+示范+实践+反馈指导”要素组合下才能有更多的迁移，受训教师才能获取更好的培训效果。

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.

梁霞对闫寒冰分享的培训模式给予了积极的回应，指出她自身的实践经验与闫老师的汇报内容暗合。在她看来，通过听课、集体备课、試讲、指导教师点评这些环节的循环往复，经过五次以上的修改，多数参训教师都能在形式上很接近满足课堂教学的基本需求。因此，梁霞认为这是在国际中文教师培训中可以考虑的具体操作方式。

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.

关于教师培训的方法，吴勇毅指出，身处一个“后方法”的时代，其实我们不是去考虑最佳方法（bestmethod） 的问题， 而是更多考虑最佳实践（bestpractice）的问题。教师教育者真正应该做的，是思考怎样通过更好的教学法的组合去实践、去培养培训我们的教师，使我们的教学效果变得更好。

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技术创新实践助力教师教育，资源构建推动教师专业发展Technological Innovation PracticeSupports Teacher Education， ResourceBuilding Promotes ProfessionalDevelopment of Teachers

基于教师培训实证研究结果，闫寒冰指出，如今教师培训模式发生了变化，需要开展个性化、应用性、伴随性培训。以前人们常提到的高质量、大规模、可持续的教师培训，也就是所谓的“不可能三角”难题，现在则能被教育数字化系统技术破解。她全面诠释了技术数创新和技术变革对追求素养导向、能力本位的大规模精准研训的概念。

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，与会专家认为，教学资源与教师发展有密切的关系。教学资源是教师发展的重要基础，它可以帮助教师更好地完成教学任务，提高教学质量。同时，教学资源也可以促进教师的专业成长，提高教师的专业素养和教学能力。而身处数智时代，技术变革与教学资源开发相结合，更有助于推动国际中文教师的专业发展。

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，在现今数字化时代，以教材为基础设计，良好的教学课件可以弥补年轻教师在教法上的短板。同时，互动良好的课件设计可以直接、快速地传递最新教学理念，带动教师的教学积极性。

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.

朱俐強调了课堂教学的重要性，她回顾自己20年来在CET新手教师培训中的经历，指出新手教师在将知识转化到实践教学上时仍存在困难，需要指导教师对其进行培训，不断打磨教学资源，提升其教学技能。因此，她呼吁共同建设优秀头部教学资源，例如优秀的网络课件等，用于新手教师培训。

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把握国际中文教育新趋势，推进跨学科创新实践Grasp the New Trends in InternationalChinese Education， PromoteInterdisciplinary Innovative Practices

梁霞提出，美国高校人文学科之间的跨学科研究的实践值得关注。她指出，最近二三十年，美国学界特别强调跨学科研究。例如，女性主义研究的理论对美国汉学家研究中国女性文学曾起到重大的参考和借鉴作用。他们从跨学科研究的不同视角出发，不仅在中国女性文学研究中取得丰硕成果，而且在西方女性主义研究领域中别树一帜。这样的跨学科研究对于国际中文教育和国际中文教师教育也是具有启发意义的。此外，梁霞认为，来自不同人文研究领域的教授通过合作、切磋，共同完成同一门课程的教学，这样的教学形式也是值得借鉴的。

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，跨學科实践是当今西方教学的主流。她认为，不仅在大学阶段，在中学阶段也更加强调学科之间的交叉融合，存在用中文教授其他学科的需求。特别是如今华文教育也纳入了国际中文教育中，跨学科的实践是存在的。丁安琪指出，未来可以依托华东师范大学在教师教育领域的优势，推进跨学科交流，为国际中文教师教育提供支持。

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结语Conclusion

与会专家的思考与探讨为国际中文教师教育的发展厘清了思路，探明了方向，提供了方法。值得一提的是，与会专家一致认为，国际中文教师教育的发展离不开国际交流合作、平台建设与资源共享，而全球中文教师教育联盟的成立正好提供了一个互学互鉴、共建共享的平台。期待未来能够通过全球中文教师教育联盟实现优势互补和资源共享，充分发挥集群效应，推进国际中文教育交流合作。

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.