The Construction of Multicultural Competence Assessment Indicator System for International Chinese Language Teachers

Abstract

With the in-depth development of globalization, the cultures of the world present diversified characteristics, which makes international Chinese language education face the challenge of multicultural integration. In order to adapt to this change, teachers' multicultural competence has become an important criterion for assessing international Chinese language teachers. Based on the theories of teacher professional development and multicultural education, this study constructed a multicultural competence assessment system for international Chinese teachers from four dimensions: awareness, knowledge, skills and attitude. By distributing 106 questionnaires and analyzing the data, this study aims to enrich the content of teacher research and optimize the competency structure of international Chinese language teachers in order to promote Chinese culture to the world, facilitate the common development of multiculturalism in the world, and provide a strong support for building a community of human destiny.