对外汉语教师及其培养模式探索

TCAFL teachers and its training mode

对外汉语教育事业的发展、推广正处于难得的发展机遇期,对外汉语教师的数量与质量对这项工作的发展有着重要的制约作用。师资的培养与选拔是对外汉语教育目前存在的最为突出的问题。目前的《汉语作为外语教学能力证书》的考试科目,侧重点仍放在静态的知识积累层面,而实际教学中的动态传递、阐释、组织教学等能力的考核似乎没有落脚点。“对外汉语教师”素质应具备“杂家”的综合能力,即:学科结构素质和综合能力素质。教师培养通常可从定向型、非定向型与混合型三个渠道进行。

The development and popularization of teaching Chinese as a foreign language is in a hard-to-come opportunity and the quantity and quality of Teaching Chinese as a Foreign Language（TCAFL） teachers is vital to it. The current major problem in teaching Chinese as a foreign language is the training and selection of teachers. Subjects tested in the current ＂Ability Credential of TCAFL＂ still emphasize the static knowledge accumulation, while abilities of dynamic transference, interpretation, teaching organization are not embodied. The quality of TCAFL teachers should be the comprehensive abilities of a ＂sage＂, that is, quality of subject structure and quality of comprehensive abilities. The training is often in three modes： directional, non-directional and the mixture of both.