Teachers are the practitioners and promoters of international Chinese education, and their professional competence is the fundamental factor affecting the quality of teaching in this field. Teaching skills are a key component of teachers’ professional abilities, and the development of international Chinese education has placed higher demands on these skills. Pre-service international Chinese language teachers, as the reserve force for international Chinese education instructors, must possess high-level teaching skills to keep pace with the evolving trends in international Chinese education. This article focuses on the teaching skill training of pre-service international Chinese language teachers, examining the practical teaching skills training of masters in Chinese international education who aspire to become pre-service international Chinese language teachers. Following the latest standards and norms such as the “Professional Competence Standards for International Chinese Language Teachers,” this study deeply analyzes the connotation, characteristics, and laws of teachers' teaching skills, exploring ways to improve practical training of teaching skills. Through methods such as questionnaire surveys, interview survey, literature review, statistical analysis method and case studies, this thesis comprehensively understands the current status of pre-service teachers’ practical training of teaching skills , analyzes the existing problems and influencing factors, and discusses the construction of a new practical training system. Simultaneously, the article selects case universities with comprehensive consideration, comprehensively examines the training of teaching skills training in case universities, then propose improvement suggestions for teaching skills training in case universities. The study finds that currently, masters in Chinese international education, as pre-service international Chinese language teachers, have insufficient mastery of teaching skills. The overall teaching skill level is not high, which is at a moderate level. At the level of influencing factors, the overall design of the school’s practical training programs , students’ self-cognition of teaching skills training, students’ participation in extracurricular activities and teaching competitions, school internship training, school practical training course settings and teaching methods, and graduate tutor guidance impact the training of teaching skills cultivation. Therefore, combining engineering education concepts, coordinating the design of overall practical teaching programs, and constructing a new model of practical education are effective ways to promote the teaching skills of pre-service international Chinese language teachers. The main research contents of the full text are as follows: Chapter 1, “The Basic Connotation of Professional Competence and Teaching Skills of International Chinese Language Teachers,” is divided into three aspects: First, it clarifies the connection and difference between the professional competence and teaching skills of international Chinese language teachers, defines the concept of teaching skills in detail, and combs the connotation of practical teaching. Second, based on professional-related documents such as the “Guiding Training Program for Full-time Master's Degree Students in Chinese International Education” and the “Professional Competence Standards for International Chinese Language Teachers,” (abbr. New version) it analyzes and explores the components and basic content of teaching skills for international Chinese Language teachers based on new standard. Thirdly, to sort out the development and current situation of pre-service international Chinese teacher training, mainly focusing on the cultivation and practical teaching of masters in Chinese International Education as pre-service teachers. Chapter 2, “Research Design and Implementation of the Current Status of Pre-service International Chinese Teachers' Teaching Skills Practical Training,” mainly explains the survey design and implementation process regarding the current status of pre-service international Chinese teachers’ teaching skills practical training. Firstly, on macroscopic level, combining the “Professional Competence Standards for International Chinese Language Teachers,” a questionnaire and interview outline for Master of Chinese International Education was designed to comprehensively understand Master of Chinese International Education’s mastery of teaching skills and influencing factors. The questionnaire adopts a five-point Likert scale, covering three major sections: basic information, the current status of teaching skills mastery, and influencing factors, and uses SPSS software for statistical analysis. Meanwhile, interviews were conducted with Master in Chinese International Education, graduate tutors, and teachers to discuss students' awareness and attitudes toward teaching skills training, self-assessment, professional training participation, and training suggestions from the student and teacher level. Secondly, it explains the consideration factors of choosing case universities, as well as the research design combining literature research, questionnaire survey and field research adopted in the case universities. Chapter 3, “Investigation and Analysis of the Current Situation of Pre-service International Chinese Teachers' Teaching Skills Training,” conducted a descriptive analysis of the questionnaire and interview results. The survey found that: Currently, pre-service teachers have significant deficiencies in teaching skills mastery, which is at a medium level. At the level of influencing factors of teaching skills, the overall profile of school practical training impact teaching skills cultivation, students’ cognition of teaching skills training, participation in extracurricular activities and teaching competitions, school internship training, school practical training course content and teaching methods and graduate tutor guidance. Therefore, it is necessary to study targeted improvement paths to promote teaching practical skills training for pre-service international Chinese teachers. Chapter 4, “Architecture of the Teaching Skills Training System for Chinese International Education Based on the CDIO Education Concept,” attempts to construct a new practical teaching skills training mode for international Chinese teachers based on the aforementioned research that clarifies the current situation and existing problems of teaching skills training. Guided by programmatic documents such as the “Professional Competence Standards for International Chinese Teachers,” and incorporating the concepts of “learning by doing” and “project-based teaching” from engineering education, this chapter delves into the theoretical foundation, core concepts, construction principles, main content, and evaluation mechanism of teaching skills training. The aim is to build a teaching skills practical training mode that not only conforms to the characteristics of international Chinese education but also adapts to changes in industry demands. Chapter 5, “A Case Study on Pre-service Training of Teaching Skills for International Chinese Teachers in Universities,” this chapter comprehensively considers the factors such as the history and demonstration of degree training and selects the teaching skills practical training condition of master’s degree students in Chinese International Education at a university in Chongqing (hereinafter referred to as “C University”) as the case study object. Based on the aforementioned research, through research methods such as literature research, questionnaire surveys and statistical analysis, this chapter conducts an in-depth analysis of the basic situation and effectiveness of the school’s teaching skills practical training in case universities, and proposes improvement suggestions for teaching skills practical training based on existing problems. The conclusion summarizes the full text and presents the deficiencies and prospects of the research.
教师是国际中文教育的实践者和推动者，教师专业能力是影响国际中文教育教学质量的根本因素。教学技能是教师专业能力的关键组成部分，国际中文教育的新发展对教师教学技能提出了更高要求。职前国际中文教师作为国际中文教育师资储备力量，具备高水平的教学技能才能适应国际中文教育的发展趋势。本文以职前国际中文教师的教学技能实训为研究对象，考察了作为职前国际中文教师的汉语国际教育专业硕士的教学技能实训情况。研究遵循《国际中文教师专业能力标准》等最新标准和规范，深入分析教师教学技能的内涵、特点和规律，探讨提升教学技能实训培养的路径。通过问卷调查、访谈调查、文献研究法、统计分析和个案研究等方法，全面了解职前教师教学技能实训培养的现状，剖析其中存在的问题和影响因素，探讨实训教学新体系的构建，同时综合考量来选择个案高校，全面考察个案高校的教学技能实训培养情况，提出对个案高校教学技能培养的提升建议。研究发现：当前，作为职前国际中文教师的汉语国际教育专业硕士教学技能掌握情况存在不足，整体教学技能水平处于中等程度；在影响因素层面，学校实训培养方案整体设计、学生对教学技能实训自我认知、学生第二课堂活动与教学竞赛参与情况、学校实习实训培养环节、学校实训类课程设置和教学方法、研究生导师指导均对教学技能培养情况产生影响；为此结合工程教育理念，统筹设计实训教学整体方案，构建实训教育新模式，是促进职前国际中文教师教学技能提升的有效途径。全文主要研究内容有：第一章“国际中文教师专业能力与教学技能基本内涵”研究内容分为三个方面：一是厘清了国际中文教师专业能力与教学技能的联系与区别，对教学技能的定义进行详细梳理和界定，对实训教学的内涵进行了梳理；二是以《全日制汉语国际教育硕士专业学位研究生指导性培养方案》《国际中文教师专业能力标准》（简称“新标准”）等专业相关文件为标准，分析探讨了基于“新标准”的国际中文教师教学技能的组成要素和基本内容；三是梳理职前国际中文教师培养的发展与现状，主要是作为职前教师的汉语国际教育硕士生培养和实训教学的情况。第二章“职前国际中文教师教学技能实训现状调研设计与实施”主要阐释了关于职前国际中文教师教学技能实训现状的调查设计与实施过程。首先，在宏观层面，结合《国际中文教师能力标准》，设计了针对汉语国际教育硕士生的问卷和访谈提纲，旨在全面了解汉语国际教育硕士生的教学技能掌握情况及其影响因素。问卷采用五度量表法，调查涵盖了基本信息、教学技能掌握现状和影响因素三大板块，并通过SPSS软件进行统计分析。同时，访谈调查面向汉语国际教育硕士生、硕士生导师和任课教师，从学生和教师两个层面探讨了学生对教学技能培养的意识与态度、自我评估、专业实训参与情况以及培养建议等方面的实际情况。其次，阐释了选择个案高校的考量因素，以及在个案高校所采取的文献研究法、调查问卷法、实地调研相结合的研究设计。第三章“职前国际中文教师教学技能实训现状考察与分析”，对问卷和访谈结果进行了描述性分析，得出调查发现：目前，职前教师在教学技能掌握方面存在明显不足，整体掌握情况居于中等水平；在教学技能影响因素层面，学校实训培养方案整体设计、学生对教学技能实训自我认知、学生第二课堂活动与教学竞赛参与情况、学校实习实训培养环节、学校实训类课程设置和教学方法、研究生导师指导均对教学技能培养情况产生影响；为此应针对性研究提升路径，推动职前国际中文教师教学技能实训。第四章“基于CDIO教育理念的汉语国际教育专业教学技能实训体系构建”在前述研究明确教学技能实训现状和存在问题的基础上，尝试构建一种新的国际中文教师教学技能实训模式。主要以《国际中文教师专业能力标准》等纲领性文件为指导，融入工程教育中“做中学”与“项目制教学”的理念，深入探讨教学技能实训教学的理论基础、核心理念、建构原则、主要内容和评价机制，构建出一套既符合国际中文教育特点，又能适应行业需求变化的教师教学技能实训教学模式。第五章“职前国际中文教师教学技能实训个案高校研究”，本章综合考虑学位点培养历史和示范性等因素，选择重庆市的一所高校（简称“C高校”）汉语国际教育硕士专业教学技能实训培养情况作为个案研究对象。在前述研究基础上，通过文献研究、问卷调查、统计分析等研究方法，深入分析个案高校在教学技能实训环节的基本情况和培养实效，并针对存在问题提出教学技能实训的改进建议。结语部分对全文进行了研究总结，提出了研究存在的不足和研究展望。
