An Empirical Study on International Chinese Language Teachers' Knowledge Structure in Elementary Comprehensive Course

This is the authors' abstract. We don't add key points for this paper.

Teacher education and development is the basic problem of discipline construction. The knowledge structure of international Chinese language teachers is closely related to their professional development and the quality of international Chinese language teaching. Different levels and classes have different requirements on Chinese teachers' knowledge and knowledge structure. This study adopts an empirical approach, taking the recorded data of primary comprehensive Chinese courses as samples, and taking the teacher knowledge reflected in teaching events in the recorded data as the research object. Through investigation and analysis, it reports on the knowledge structure of international Chinese teachers in teaching practice, and analyzes the dimensions of knowledge structure, specific elements, and application proportions. The results show that the knowledge structure of international Chinese language teachers in primary comprehensive courses is composed of six dimensions and thirteen elements. The application proportions of different knowledge dimensions and specific knowledge elements are different. Among them, the application proportion of the "Pedagogical Knowledge" dimension is the highest, including two specific knowledge elements of "Pedagogical Content Knowledge in Chinese language teaching" and "General Pedagogical Knowledge", which together constitute the "core" of the knowledge structure of international Chinese language teachers. The results of this study are conducive to Chinese teachers better carrying out teaching, improving teaching ability and literacy, guiding the curriculum setting of international Chinese teacher language training. Also, it is hoped to provide new inspirations and ideas for the research on the education and development of international Chinese teachers.