Chinese Teachers Research Articles

상호문화적 관점에서 재한 중국인 원어민 교사의 교직생활 적응전략에 대한 현상학적 연구

This study analyzed the adaptation strategies shown in the work and life of native Chinese teachers living in Korea from an intercultural perspective. It was organized and analyzed based on Byram's core components of intercultural competency: Knowledge, Skill, and Attitude. A phenomenological method was used as a research method, and 20 native Chinese teachers with more than 5 years of experience working in various educational environments in Korea were selected as research participants. Data obtained through one-on-one in-depth interviews using a semi-structured questionnaire were analyzed using the method suggested by Colaizzi. As a result, in terms of knowledge, native Chinese teachers used the ‘知彼知己 (knowing each other)’ strategy, and in terms of technology, they used the ‘因人而异(varying from person to person)’ strategy. In terms of attitude, the ‘有的放矢(having a target in one's sights)’ strategy was utilized by taking on various roles such as friend, teacher, elder sister or parent, in line with reality. This study is meaningful as basic data that complements the gaps in previous research on the lives and adaptations of native Chinese teachers living in Korea. Subsequent qualitative and quantitative research on research participants with more diverse backgrounds is needed.

Teachers’ attitudes toward regrets: A cultural comparative reading

This paper addresses how universal teachers’ attitudes toward regret are bound with Chinese cultural particularity. Arguments are developed through comparative perspectives: philosophic theoretical thinking vs. qualitative interpretive thinking, ideas conceived in theory vs. ideas enacted in practice, and cross-cultural interactions between Chinese culture and Christian/modern ‘Western’ culture. A total of 113 narratives published in Chinese journals of Chinese teacher regret that were revealed by teachers voluntarily in the past four decades serve as a concrete point of departure for theoretical comparisons. The universality of two main types of human attitudes toward regret are defended, while the particularity of cultural attitudes toward regret between China and the ‘west’ (corresponding to the earlier theoretical constructs of two attitude meta-types) is supplementarily explained through the compelling contrast of anti-coronavirus policies (policies of zero COVID or not). The phenomenon of Chinese teachers’ comfortable expression of regrets in public is finally discussed for its subtlety of creative transcultural exchange.

Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective

AbstractThe advancing power and capabilities of artificial intelligence (AI) have expanded the roles of AI in education and have created the possibility for teachers to collaborate with AI in classroom instruction. However, the potential types of teacher-AI collaboration (TAC) in classroom instruction and the benefits and challenges of implementing TAC are still elusive. This study, therefore, aimed to explore different types of TAC and the potential benefits and obstacles of TAC through Focus Group Interviews with 30 Chinese teachers. The study found that teachers anticipated six types of TAC, which are thematized as One Teach, One Observe; One Teach, One Assist; Co-teaching in Stations; Parallel Teaching in Online and Offline Classes; Differentiated Teaching; and Team Teaching. While teachers highlighted that TAC could support them in instructional design, teaching delivery, teacher professional development, and lowering grading load, they perceived a lack of explicit and consistent curriculum guidance, the dominance of commercial AI in schools, the absence of clear ethical guidelines, and teachers' negative attitude toward AI as obstacles to TAC. These findings enhance our understanding of how TAC could be structured at school levels and direct the implications for future development and practice to support TAC.

Research on teaching methods of Chinese characters in international Chinese language education under the new situation

As global interest in Chinese culture and language continues to grow, the importance of international Chinese language education is also constantly increasing. Against this background, the teaching of Chinese characters, as a key component of Chinese language learning, has received more attention. By analyzing the characteristics of Chinese character teaching, the characteristics of the teaching audience, and the problems faced in the new situation, this paper puts forward a series of suggestions for the improvement, aiming to improve the effectiveness and quality of Chinese character teaching in international Chinese language education and promote the development of Chinese character teaching.

The necessity and challenge of family-school cooperation in developing fundamental motor skills for children with autism: the perspective of Chinese teachers and parents

Objectives Children with autism spectrum disorders (ASD) often show delayed development of fundamental motor skills (FMS). This group needs more attention and guidance to master FMS. It is very important to find out how parents can be involved in FMS intervention to improve the impact. The aim of this study is to explore the views of teachers and parents of children with ASD on the current situation of FMS teaching and the relationship between family and school in physical education in special schools in China. Methods Teachers (n = 10) and parents (n = 10) who met the inclusion criteria were recruited for semi-structured interviews and NVivo 12.0 was used for analysis. Results Two themes were highlighted: (1) The necessity of systematizing FMS courses for children with ASD; and (2) The challenges affecting the development of FMS for children with ASD. Conclusions This study provided a foundation for future research and practical activities, aimed at perfecting intervention measures and ensuring a holistic approach to the FMS development of children with ASD.

창의적인 교사에 대한 한국과 중국 중학교 교사의 암묵적 지식 비교 연구

Objectives This research was to investigated the implicit knowledge of creative teachers possessed by middle school teachers in Korea and China. the study aimed to analyzed the cross-country variances and contribute to comprehension of the educational systems and cultural characteristics of both nations.
 Methods A survey was administered to a total of 174 middle school teachers in Korea and 187 middle school teachers in China. Participants were requested to freely crticulate the characteristics of creative teachers. The col-lected responses were subsequently analyzed from both cognitive and affective perspectives.
 Results The results revealed that Korean teachers ranked fluency, communication skills, originality, expertise, flexibility, respect, openness, consideration, breaking stereotypes, and encouragement as the foremost charac-teristics of creative teachers, in that order. Conversely, Chinese teachers mentioned originality, communication skills, expertise, applicability, flexibility, progressiveness, passion for education, fluency, respect, and humor as the key traits. While certain cognitive characteristics of creative teachers displayed similarities across both coun-tries, disparities were observed in their affective characteristics. Additionally, both countries placed greater em-phasis on the cognitive aspect of identifying a creative teacher, rather than the affective aspect. Chinese teachers exhibited a higher emphasis on the cognitive aspect than their Korean counterparts.
 Conclusions This study has effectively demonstrated dissimilarties in implicit perceptions regarding creative teachers between Korean and Chinese educators. The findings of this research are anticipates to enhance the un-derstanding of the educational systems and cultural characteristics prevalent in both countries.

Research on The Current Situation of Chinese Language Teaching in Kyrgyzstan

Research on The Current Situation of Chinese Language Teaching in Kyrgyzstan

The Technical and Aesthetic Characteristics of The Pirouette as Applied in Classical Dance

As the core part of technical training, rotation skill has a very important training value and status. "Spin" is one of the most important kinds of Chinese classical dance technique, as the Chinese classical dance teaching training content and the teaching material system, in constant teaching practice, Chinese classical dance rotation technology from single to diversified development, and gradually in the teaching and training show a unique aesthetic attributes and style. In the training of technical skills of Chinese classical dance, "the technology of body rhyme, technology and rhyme" and "training body with body" are the main thoughts, which run through the teaching of Chinese classical dance, and accurately interpret the needs of aesthetic and style characteristics of Chinese classical dance culture. In the classical dance teaching, the rotation skills are more difficult. Through the research of this paper, we can provide new ideas and directions for teaching, and help teachers to form new teaching thinking and teaching methods. Secondly, the study in this paper can deepen the understanding and understanding of teachers and students on the rotation skills in dance, guide students to establish correct thinking and learning attitude, which is conducive to obtaining an ideal learning effect and improving the level of classical dance.

Nurturing Students' English Communication Skills through the Translation of Ancient Greek Classics

Traditional Chinese teaching often relies on domestic materials for students' understanding of English-speaking countries, limiting exploration of Western concepts and hindering the recognition of English as a foreign language. Recognizing the influence of ancient Greek civilization on Western culture, this article advocates for improving English communication skills through the translation of ancient Greek classics. It emphasizes the importance of this approach in gaining a deeper understanding of Western expressions and highlights the practical value of such translations. Additionally, the article underscores the role of learning classic English translation appreciation in enhancing language proficiency, literary appreciation, cross-cultural communication, and cultural confidence. Lastly, it suggests that employing the teaching method of classic translation can effectively support students' vocabulary learning, memory, and understanding of special meanings in cross-cultural contexts, fostering natural experiences of cultural differences in language and text conversions and promoting cross-cultural awareness.

“互联网+教育”背景下国际汉语线上教学质量改进研究

Under the background of “Internet plus Education”, online teaching has developed rapidly. The advantages of the Internet and the increasing demand for the promotion of international Chinese have made online teaching mode of international Chinese a long-term existence. Over the past three years, we have explored and practiced the online teaching model of international Chinese, constantly exposing difficulties and problems in aspects such as network and technology, teaching management, classroom interaction, and teaching effectiveness. The causes are that the teaching design failed to adjust based on the characteristics of online teaching, the interaction between teachers and students in the classroom did not develop well, and the online teaching resources were not effectively utilized. Teachers should take actions from teaching design, classroom interaction, online teaching resources, teaching methods and other aspects to improve the quality of international Chinese online teaching.

THE DEVELOPMENT OF A LEADERSHIP COMPETENCY MODEL TO ENHANCE CHINESE VOCABULARY TEACHING AT CONFUCIUS INSTITUTES IN KENYA

The purpose of this study was to develop a leadership competency model to enhance Chinese vocabulary teaching at Confucius Institutes in Kenya. The objectives of this study were: 1) to explore the factors affecting the leadership competency of teachers; 2) to determine the levels of leadership competency of Chinese vocabulary teachers in Kenya; 3) to test the practical effect of sound change law in Chinese vocabulary teaching; and 4) to develop and verify a leadership model to improve the teaching effect of Chinese vocabulary at Confucius Institutes in Kenya. There were 308 students from the Confucius Institutes at the University of Nairobi and Kenyatta University who participated in the study. The data was analyzed through content analysis, descriptive statistics, and a paired samples t-test. The results of the survey showed that the supportive leadership approach (M = 4.32, SD = 0.46) was the style mainly used by Chinese language teachers. The results of the paired samples t-test indicated that the Chinese vocabulary test scores of thirty students after they received instruction on the sound change law was significantly higher than before they received instruction on the sound change law. The results of the paired samples t-test of competency indicated that the score of five expert teachers after they received leadership competency training was significantly higher than before they received the training. Therefore, the effectiveness of Chinese vocabulary teaching at the Confucius Institutes in Kenya can be enhanced by improving the leadership competency of teachers.

探析中印文化碰撞之跨文化交际——以中国赴印尼汉语教师的工作学习生活采访为例

<p><span lang="EN-US">With the opening and development of Chinese language education in Indone-sia, the number of people learning Chinese in Indonesia has also increased significantly. That way the demand for Chinese teachers in Indonesia is in-creasing slowly . In 2004, Hanban launched the "Chinese Teacher Volunteer" project in which thousands teachers are sent to various countries around the world every year to teach Chinese and spread Chinese culture. Most of the volunteer Chinese teachers have been working and living abroad for a long time, and in this long-term foreign cultural atmosphere, they have more contact with the locals, not only from theoretical understanding, but also from practical life, they will continue to face difficulties, especially in terms of cultural ad-aptation, they will experience a kind of culture shock, which will be reflected in these Chinese teachers. The authors randomly selected a Chinese teacher teaching mandarin in Indonesia to conduct an interview survey to investigate how they reflect differently in cross-cultural communication under the collision of different cultures in China and Indonesia. After consolidating interviewees, the authors found that the explicit culture of interviewees in foreign countries includes: language, food, etiquette, systems, and clothing; Implicit ones in-clude: religion, the concept of time, etc. It is hoped that this survey can provide assistance, references and advice to teachers who will volunteer as Chinese teachers in Indonesia in the future, making it more convenient for teachers to work, study, and live in Indonesia.</span></p>

Investigating relationships between community of inquiry perceptions and attitudes towards reading circles in Chinese blended EFL learning

Little research has been conducted to investigate relationships between students’ community of inquiry (CoI) perceptions and their attitudes towards reading circles (ARC). To bridge the gap this quantitative research reports a cohort of Chinese students’ perceptions of CoI and its prediction for their attitudes towards reading circles (RC) in English as a Foreign Language learning. The researchers administered and collected 202 valid questionnaires. They analyzed the correlations between CoI and ARC dimensions, did regression analyses and came up with insightful findings. It’s found that, concerning CoI, students have more positive perceptions of teaching and cognitive presences than of social presence. Meanwhile teaching presence, cognitive presence, social presence of CoI and usefulness, affect, and behavior of ARC are closely correlated. CoI teaching presence and cognitive presence are significant predictors for usefulness and behavior of ARC, while the combination of the three CoI presences predicts affect of ARC. Investigating the relationships between a longstanding CoI framework and a fledging ARC scale provides great implications for Chinese blended EFL teaching, especially in reading courses.

Intelligent Research on Chinese and English Listening Teaching Based on Deep Learning

The field of education has witnessed a transformative shift in recent years, with the integration of technology playing a pivotal role in enhancing the learning experience. In this context, recommendation systems have emerged as valuable tools for guiding learners through a vast sea of educational resources. However, privacy concerns and the need for personalized recommendations have posed significant challenges. In response, this paper introduces a novel approach, the Semantic Data Fusion Recommender (SDFR), designed to enhance English teaching while preserving user privacy with the use of federated deep learning model. The SDFR federated deep learning for semantic feature extraction from educational content and combines these features with keyword-based content analysis. Furthermore, it incorporates federated deep learning to protect user data and ensure the confidentiality of individual learning journeys. This paper present experimental results that demonstrate the SDFR's ability to provide highly accurate and personalized recommendations, significantly improving the quality of English teaching. Additionally, our approach adheres to strict privacy standards, making it suitable for deployment in educational settings. The SDFR offers a promising framework for adapting recommendation systems to the evolving landscape of online education, catering to the diverse needs of learners while safeguarding their privacy.

Examining the Impact of Information and Communication Technology (ICT) Integration in Chinese Middle School Mathematics Teaching and Learning

Examining the Impact of Information and Communication Technology (ICT) Integration in Chinese Middle School Mathematics Teaching and Learning

Theoretical Research and Path Exploration of Chinese Culture Input and Acculturation for Foreign Students from the Perspective of Chinese Character Teaching as a Foreign Language

With the quick development of China, the number of foreign students in China has soared. Teaching Chinese as a second language for foreigners with different backgrounds includes language knowledge, the individual cross-cultural adaptation the Chinese culture spread. Chinese characters is the key point in Chinese language learning for foreign students. The charming of Chinese culture is reflected and transmitted by Chinese characters which can help foreign students understand Chinese culture better. By sorting out the theories on Chinese cultural course and acculturation with the perspective of Chinese characters teaching, exploring the corresponding research paths, this paper proposes a reference for the research on conducting cultural course through the way of teaching Chinese characters for foreign students acculturation.

Self-empowerment in the struggling transition from General English to EAP: Action and reflection of a Chinese teacher

Faced with the common challenge of professional development from the periphery of academia, EAP teachers in developing economies such as China also grapple with the particular hurdle of transitioning from teaching General English (GE) courses. While previous studies suggest aspects of how the teachers view the difficulties they encounter, the elicited data they use can hardly show the real actions the teachers take to identify problems, plan and evaluate changes. To remedy this oversight, this study adopts an action research design (Burns, 2010; Johnson, 2012) and explores how one teacher adapted to her new tasks in teaching EAP and coped with the transition through her personal actions.The results show that the teacher was empowered in her struggle with the transition to EAP teaching, and such empowerment enabled her to become an active agent in the changes and implement the accommodating strategies for the EAP curriculum and students. The empowerment was also seen in her efforts not only to accumulate EAP-related experiences and bring forth creative ideas, but also to apply them in her teaching. This action research and its analytical framework help EAP practitioners to reflect on and theorise from what they encounter in everyday classrooms.

《等级标准》与印尼本土中文师资培训以培养“中文+职业技能”课程的结合

<p>In recent years, the “Chinese Proficiency Grading Standards for International Chinese Language Education” (hereinafter referred to as “Grading Standards”) have attracted worldwide attention for improving the quality of Chinese teaching. However, local Chinese teacher training in Indonesia rarely discusses the role of “Grading Standards”. Many local professional Chinese teachers in universities do not understand how to combine “Grading Standards” with “Chinese + Vocational Skills” courses. This article explains the “Grading Standards” and the methods and directions of local Chinese teacher training in Indonesia. First, we will introduce the requirements and types of “Chinese + Vocational Skills” courses for Chinese language majors in vocational colleges in Indonesia. Secondly, it proposes training content for local Chinese teachers in Indonesia. The final article provides the “Grading Standards” and Indonesian local Chinese teacher training methods based on constructivist theory. The author hopes that it will be helpful to promote the sustainable development of Chinese teacher training in Indonesia and achieve the goals of Chinese teaching.</p>

二语水平对汉语悲伤通感隐喻认知的影响研究

<p>In this study, Chinese songs containing sadness metaphors were used as experimental materials to investigate the relationship between the level of bilingualism and the perception of Chinese sadness metaphors. Native Chinese speakers perceived sadness more highly in songs with lyrics, but Chinese bilinguals' perception of sadness was not affected by the presence or absence of lyrics. Highly proficient Chinese bilinguals perceived the Chinese sadness metaphor to a relatively higher degree. This study suggests that in Chinese language teaching, especially cultural teaching, teachers can use the sadness inducing effect of sad tunes on listeners to assist students from different cultural backgrounds to understand and remember and use relevant expressions with sadness emotion metaphors in Chinese.</p>

Retracted: Design of Chinese Teaching Evaluation System for International Students under the Background of Data Mining

Retracted: Design of Chinese Teaching Evaluation System for International Students under the Background of Data Mining