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1、http:/ 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
2、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 an
3、d 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,
4、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 Chinas economic strength and internati
5、onal 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
6、。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
7、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, nearl
8、y 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 teachers overall quality is
9、 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 relativ
10、ely 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 se
11、ek 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 internat
12、ional 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 kno
13、wledge 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。Chines
14、e is the oldest and the most charming languages in the world, rich in historical and cultural background and knowledge. Isnt just speak Chinese will teach Chinese, speak Chinese doesnt mean the Chinese pronunciation, vocabulary and Chinese characters structure and origin, the significance of Chinese
15、 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, t
16、he 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 tea
