A Study On The Self-cognition Of Novice TCSL Teachers

Taking the revised edition of Standards for Teachers of Chinese to Speakers of Other Languages(hereinafter referred to as "Standards")in 2012 as the theoretical basis,the paper author investigates 76 postgraduates majoring in Master of Teaching Chinese to Speakers of Other Languages in domestic universities by filling in a questionnaire.These respondents are new teachers who have taught Chinese both at home and abroad for one semester or one year.The questionnaire not only aims at investigating the self-perception of new international Chinese teachers from five aspects of the Standards: Basics in Chinese Language Teaching,Chinese Teaching Methodology,Instructional Design and Classroom Management,Chinese Culture and Intercultural Communication,Professional Ethics and Disciplinary Development;but also finds out the differences between the new teachers' behaviors and the specific requirements of the Standards.In addition,the personal situation of these respondents is investigated as well based on the relevant factors including: learning background,motivation of professional choice,professional learning,academic research achievements,competition participation,cross-cultural communication,and the general situation of their teaching objects and so on.The above-mentioned factors,together with the Core Self-evaluation Scale and other relevant factors are applied for a comprehensive analysis,which shows us related factors influencing Self-cognition of new international Chinese teachers.This paper summarizes what problems the new teachers encountered in teaching and their corresponding reasons based on statistics and analysis,and then provides empirical analysis and relevant suggestions on training of new international Chinese teachers in the future from two aspects: personal aspect and educational organizers' aspect.