This study aims to explore in-depth the cultivation of intercultural communication competence among international Chinese language teachers, with a focus on volunteer teachers in Thailand. In the context of globalization, the demand for internationalization in Chinese education is on the rise. In addition to solid language skills and teaching abilities, Chinese language teachers are increasingly required to possess high levels of intercultural communication competence to adapt to students from diverse cultural backgrounds. However, research on the cultivation of intercultural communication competence for international Chinese language teachers is currently relatively limited. To comprehensively understand this issue, a mixed-methods research approach was employed in this study, utilizing both qualitative and quantitative methods. Volunteer Chinese language teachers in Thailand were selected as the research subjects. Through in-depth interviews and surveys, the study aimed to investigate their needs and challenges in terms of intercultural communication competence. In summary, this study, employing a combined qualitative and quantitative research approach, provides a deep understanding of the needs and challenges faced by volunteer Chinese language teachers in Thailand regarding intercultural communication competence. This serves as a crucial foundation for designing models and strategies for intercultural communication competence development, as well as formulating relevant educational policies and measures. Based on the research findings, the study proposes a model for cultivating intercultural communication competence for international Chinese language teachers, encompassing language proficiency, teaching skills, cultural understanding, and emotional management as four key components. This model aims to help teachers better understand and adapt to the target culture, effectively engage in intercultural communication, and enhance teaching effectiveness. Additionally, the study suggests a series of specific cultivation strategies across various dimensions, including teacher training, cultural experiences, and emotional support, to construct an intercultural communication competence development model, promoting communication and collaboration between teachers and students and laying a solid foundation for the development of international Chinese education.
本研究旨在深入探讨国际中文教师跨文化交际能力的培养问题，以赴泰国的中文教师志愿者为研究对象。在全球化背景下，中文教师除了需要扎实的语言技能和教学能力外，还需要具备高度的跨文化交际能力，以适应不同文化背景的学生。然而，目前对于国际中文教师跨文化交际能力培养研究相对不足。本文通过定性和定量相结合的研究方法，以赴泰国的中文教师志愿者为研究对象，通过深度访谈和问卷调查，探讨教师在跨文化交际能力方面的需求和挑战。通过研究发现，赴泰中文教师面临着多方面挑战。在此基础上，我们提出了一种国际中文教师跨文化交际能力培养的模型，包括语言能力、教学能力、文化理解能力和情感管理能力四个关键组成部分。该模型旨在帮助教师更好地理解和适应目标文化，有效进行跨文化交际，以提高教学效果。此外，研究还提出了一系列具体的培养策略，包括教师培训、文化体验和情感支持等多个维度，以构建跨文化交际能力培养模型，促进师生间的交流和沟通，为后续的跨文化交际能力培养模型和策略的设计，以及相关教育政策和措施的制定提供了重要依据。
