Study on the Competency of Bilingual Art Teachers Based on the Psychology Capital Intervention Model

Abstract

In this globalization era, it is an important strategy focus on the core status of bilingual art teachers in the internationalization of higher education. And it is necessary prepare a thorough, detailed, well-designed assessment criterion for teachers, especially for teachers specialized in art, as their competency relates directly whether the fine art culture can be inherited and whether the cultural communication can be achieved. Based on the positive psychological capital of students majoring in art, this research investigates art teachers' bilingual teaching attitude, and how construct the competency of art teachers via bilingual teaching. Educational modernization and internationalization are two megatrends of education development in the world. The internationalization of higher education presages of a possibility that the open-ended, innovative, quality-oriented education will become the basic trend of higher education, which requires teachers evolve in their roles, from the tutor of students acquiring knowledge into their designer of the future life. As the implementation of the National Medium-term or Long-term Program of Development for Education goes further and further, the deterioration of the problems arising from the process of education internationalization also speeds up day by day on both dimensions of depth and breadth. On the micro level, the study of education internationalization mostly focuses on bilingual education. Ever since the Ministry of Education of People's Republic of China issued A Number of Opinions on Strengthening Undergraduate Teaching of Higher Education and Enhancing Education Quality, documents like Opinions on the Implementation of Undergraduate Teaching Quality and Reform Project in Higher Education have been published in succession encourage colleges and universities to proactively hire foreign scholars and experts engage in the teaching of professional courses in bilingual manner, and encourage or support overseas graduates return and teach professional courses in English, eventually enhance undergraduate students' English competency for special academic purposes. The nation has also approved of 403 courses as Bilingual Teaching Demonstration Courses. It vigorously pursues bilingual education not only enhance students' English skills, but also hope that college or university students can master the most updated knowledge in their majors and reach the cutting-edge of the specialized science and technology. Speaking of further objectives, one, among others, is enhance the self-confidence of students via bilingual learning and help them obtain inner peace and ability hold hopes and positive expectations for the future. As a result, they will be able deal with the complicated international competition and improve the international competitiveness of our country's higher education. And the core personnel in charge of cultivating the positive psychological capital of students is the teachers working in the forefront of colleges and universities. Their sense of identity with the bilingual teaching and their competency in the teaching methods take the pivotal role here. This article attempts study the attitudes and methods employed by art teachers based on the model of the students' positive psychological capital. As for students of art majors, the talented ones in this field feel the pressing urge of internationalization. Art teachers' attitudes towards or ideas of internationalization and their international knowledge, experience and methods will directly influence the planning and implementing of the art courses' international strategy. Their competency is in direct relation the inheritance of the fine art culture as well as the realization of the cultural communication. Not only should art talents acquire adequate