有关新形势下国际汉语师资的知识储备和能力培养的浅析中英文对照.doc

有关新形势下国际汉语师资的知识储备和能力培养的浅析中英文对照
Of international Chinese language teachers under the new situation of cultivating the ability of knowledge reserves and analyses the contrast in both Chinese and English

　　一、国际汉语教育的现状及存在问题
A, the international Chinese education current situation and existing problems
　　近年来，随着中国经济实力和国际地位的快速增长和提高，国际上了解中国社会和文化的需求不断升温，世界各国掀起了“中国热”，随之而来的就是“汉语热”。国外汉语学习的热情越来越高涨，据国家汉语国际推广领导小组办公室的粗略统计，目前，全世界约有一百多个国家的3000余所大学开设了汉语课程，中国以外学习汉语的外国人已超过4000万人。“汉语国际推广”伴随着中国经济实力和国际地位的提高而提出，不仅是国家提升软实力、实现中华文化伟大复兴的宏观战略的组成部分，也是国际汉语教学事业的合理延伸。
In recent years, with rapid growth of economic strength and international status of China and improve the understanding of Chinese society and culture demand rising, all over the world the "China craze", and "Chinese hot". Overseas Chinese learning enthusiasm is more and more high, according to the national Chinese language international promotion leading group office of the rough statistics, at present, there are about more than one hundred countries worldwide more than 3000 universities started the Chinese language course, foreigners learning Chinese outside China for more than 40 million people. "Chinese language international promotion" along with China's economic strength and international status is put forward, with the increase of not only is the national soft power, to realize the great Renaissance of Chinese culture part of macro strategy, also is a logical extension of international Chinese language teaching career.
　　然而面对世界各国对于汉语学习需求不断的增长，海外师资无论是在数量还是在质量上，都无法满足对国外汉语推广教育的迫切需要。
Facing all countries in the world, however, the growth of the demand for Chinese learning continuously, overseas teachers both in quantity and in quality, can meet the urgent needs of the education for overseas Chinese promotion.
　　首先，现有海外国际汉语师资数量不足。《中国语言生活状况报告》所给出的数字，2005年在海外就有将近4000万人学习汉语的情况下，汉语教师却只有4万人，汉语国际教师的严重僵乏已经成为制约汉语国际推广战略的瓶颈问题。其次，汉语国际教师的整体质量还难以达标。除经过国内遴选公派的的专业教师和志愿者以外，大多数为华裔兼职教师，他们自身所学的专业可能与汉语教学无关，甚至未受过专业系统的汉语言训练，或是汉语言文化知识背景相对有限。
First, the existing number of international Chinese language teachers overseas. Report on the Chinese language living conditions given by the number, 2005, nearly 40 million people are learning Chinese in overseas cases, the Chinese teacher but only 40000 people, serious jiang of international Chinese language teachers has become the bottleneck problem of Chinese international promotion strategy. Second, the Chinese international teacher's overall quality is not standard. After selection under domestic professional teachers and volunteers, mostly ethnic Chinese part-time teachers, their major may have nothing to do with Chinese teaching, even not trained professional system of the Chinese language, or Chinese language and culture background are relatively limited.
　　因此，面对当下汉语国际教师存在的问题和面临的困难，我们必须寻求更加快捷、优质的师资选拔和培养途径。汉语国际推广战略要实现可持续发展，建立科学的师资招聘、培养和评价标准显得尤其重要。因此，如何选拔优秀的汉语国际教师、培养优秀的汉语国际教师，为世界提供一支优质的汉语国际教师队伍，成为汉语国际推广事业亟待解决的问题。
Therefore, in the face of the present existing problems and the difficulties of international Chinese language teachers, we must seek more efficient, high quality faculty selection and cultivation approaches. Chinese international promotion strategy to achieve sustainable development, set up science teacher recruitment, training and evaluation standard is especially important. Therefore, how to select excellent Chinese international teachers, cultivating excellent Chinese teachers, for the world to provide a high quality of international Chinese language teachers, become the Chinese international promotion enterprise problems to be solved.
　　二、国际汉语师资的专业语言知识
Second, the international Chinese language teachers' professional knowledge of language
　　汉语是世界上最古老、最富魅力的语言，含有丰富的知识和历史文化底蕴。并不是只要会说汉语就会教汉语，会说汉语并不代表对汉语的语音、词汇、汉字的意义构造以及渊源，汉语的语法、写作等有较好的掌握，更不代表对语言习得理论，相关的教育学、心理学知识以及中国文化历史知识有广泛的了解。而以上这些都是国际汉语教学中必不可少的知识储备。所以，国际汉语教师要有扎实的汉语本体知识、语言学知识和较为全面的汉语教学相关知识。在知识的数量、质量和结构体系等方面都要努力达到基本完备。这样才能适应飞速发展和变化的教学大环境，应对教学中出现的种种现象，解答学生提出的汉语知识问题。
Chinese is the oldest and the most charming languages in the world, rich in historical and cultural background and knowledge. Isn't just speak Chinese will teach Chinese, speak Chinese doesn't mean the Chinese pronunciation, vocabulary and Chinese characters structure and origin, the significance of Chinese grammar, writing, etc. A good grasp, more do not represent the language acquisition theory, the pedagogy, the psychology of knowledge and the understanding of Chinese culture and history knowledge is widely. And all this above is essential in international Chinese teaching knowledge reserves. So, the international Chinese language teachers should have a firm foundation in Chinese ontology knowledge, linguistic knowledge and comprehensive knowledge of Chinese language teaching. In the quantity, quality and structure of knowledge system and so on all strive to achieve the basic is complete. In this way can we adapt to the rapid development and change of teaching environment, teaching in response to a variety of phenomena, answer students questions of Chinese knowledge.
　　三、国际汉语师资的汉语文化素质和水平
Three, the international Chinese teacher of the Chinese culture quality and level
　　1要有宽厚的文化知识。语言是一种特殊的文化现象，它承载着文化，它的发生、发展和习得方法都离不开社会文化这一背景。理解和掌握一门语言在很大程度上依赖于对文化传统和风俗习惯的了解和把握。而文化又是语言系统内部隐含的重要因素，它涵盖并反映了一个民族的心理状态、道德价值、思维方式、生活方式、风俗习惯等，同时与语言的理解以及表达密切相关。由此可见，在国际汉语教学中教授中国文化知识，引导学习者认识中外文化的异同，是学习中国文化，熟练掌握汉语语言知识的关键。汉语教师需要在课堂上把这些反映中华民族文化特色的文化信息传递给学生，以保证其汉语学习的顺利进行。因此，汉语教师的文化素质和水平对学生在课堂上对汉语文化的理解与吸收起着至关重要的作用，同时也会潜移默化地影响学生对汉语文化的学习兴趣。
1 want to have broad knowledge of culture. Language is a special kind of cultural phenomenon, it is carrying culture, its occurrence, development and acquisition methods are inseparable from the social cultural background. Understand and master a foreign language to a great extent, relies on culture, traditions and customs of understanding and grasp. While culture is an important factor of language internal system implied, it covers and reflects a nation's mental state, moral values, ways of thinking, life style, customs and habits, etc., at the same time is closely related to language comprehension and expression. Professor in international Chinese language teaching, therefore, Chinese cultural knowledge, and guide the learners understanding of Chinese and foreign culture similarities and differences, is to learn the Chinese culture, familiar with Chinese language knowledge is the key. Chinese teachers need to put these in class reflect the cultural features of the Chinese nation culture information to students, to ensure the smooth progress of the Chinese study. Therefore, Chinese teachers' cultural quality and level of students' understanding of Chinese culture in the classroom and absorption plays a crucial role, at the same time also can subtly influence student's interest in learning about Chinese culture.
　　四、国际汉语师资的跨文化交际能力
Four, the international Chinese teachers' cross-cultural communication ability
　　跨文化交际能力包括认知、情感、行为等诸方面的适应能力，是指人们具备文化相对论思想和跨文化意识，能够理解不同文化的具体特征和内容，在文化冲撞中具有很强的灵活性和适应能力，能够承受文化冲撞或跨文化交际可能带来的不愉快，且能站在对方的角度去理解和处理交际中出现的各种复杂情形。国际汉语教师的跨文化交际能力是其必备素质之一，优秀的国际汉语教师更是强调发展跨文化交际能力。这些能力主要包括：外语语言能力、表达交流能力、跨文化沟通能力、环境适应能力、跨文化融合能力、自我调控能力和包容能力。较好的外语语言能力包括外语学习和应用的能力，以应对日常生活、教学及社会交往中发生的外语交际，表达自己的思想。表达交流能力包括语言表达和非语言表达的交流能力。跨文化沟通能力指能够与文化背景和价值理念跟自己不同的学生、家长和同事进行有效沟通，解决问题。环境适应能力要求具有健康的体魄，能够顺利而有效地适应工作环境和生活环境，适应不同社会政治经济制度，能在异域环境下自我生存、维持自己心理健康的能力。跨文化融合能力就是能对他种文化的包容和理解，了解学习者国家的文化，融合双方教育价值理念和教育学知识。自我调控能力是对工作中的挫折及自己的行为有较强的自我调控的能力，坦然面对不确定的交际环境，善于调整心态，勇敢面对文化冲撞或跨文化交际可能带来的不渝决。包容能力要求有良好的心态去承认异国文化的差异并容许差异共存的。以上这些都是国际汉语教师所必备的基本能力。只有具备这些能力，才能更好的在海外进行国际汉语教学和推广。
Intercultural communicative competence includes cognition, emotion, behavior and other aspects of the ability to adapt, refers to people possess cultural relativity thoughts and cross-cultural awareness, specific characteristics and content, to understand different cultures in the cultural collision has great flexibility and adaptability, able to withstand culture collision or cross-cultural communication may lead to unpleasant, and can stand in each other's point of view to understand and deal with all kinds of complicated situations arising from the communication. International Chinese language teachers' cross-cultural communication ability is one of the necessary quality, excellent international Chinese language teachers emphasize developing intercultural communicative competence. These capabilities include: English language skills, communication skills, cross-cultural communication, environmental adaptability, cross-cultural integration ability, self control ability and tolerance. Good English language ability including the ability of foreign language learning and application, to cope with everyday life, teaching and foreign language communication arising in the course of social interaction, express their own thoughts. Express communication skills including language and non-verbal communication ability. Cross-cultural communication refers to the ability to and with different cultural background and value concept of students, parents and colleagues to communicate effectively, solve the problem. Environmental adaptation ability request have healthy bodies, able to work smoothly and effectively adapt to the environment and living environment, to adapt to the different social political and economic system, can survive under different region environment, the ability to maintain their mental health. Intercultural fusion ability which is able to tolerance and understanding of his culture, understand the culture of the learners to countries, integration the education value concept and knowledge of pedagogy. Self-regulation ability of setbacks in the work and their actions have strong self control ability, calm in the face of uncertain communication environment, is good at adjusting state of mind, brave face cultural collision or cross-cultural communication may lead to a vow. Tolerance requirement has a good mentality to admit foreign cultural differences and allow difference coexist. These are the essential qualities of international Chinese language teachers' ability. Only have these ability, can better in international Chinese teaching and promotion.
　　五、结论
Five, the conclusion that
　　在当前汉语国际推广的新形势背景下，国际汉语师资培养工作必然会出现新的局面。要针对不同类型、不同水平的国际汉语教师，进行有针对性的、同时又切实可行的培养方案，争取培养出专业知识储备和较高文化素质及较强跨文化交际能力兼备的人才，为我国汉语国际推广做出应有的贡献。
In the current Chinese international promotion under the background of the new situation, the international Chinese language teachers training work will inevitably appear new situation. For different types and different levels of international Chinese language teachers, targeted, workable training scheme again at the same time, strive to develop professional knowledge reserves and higher cultural quality and strong cross-cultural communication ability with people, to make due contribution for Chinese language international promotion in China.