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Research on the training and promotion path of International Chinese teachers in the Era of artificial intelligence

Proceeding
All-Russian Scientific Conference with International Participation «Pedagogy, Psychology, Society: from theory to practice»
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Published in:
All-Russian Scientific Conference with International Participation «Pedagogy, Psychology, Society: from theory to practice»
Author:
Siui Menmeng 1
Work direction:
Филология в системе образования
Pages:
237-239
Received: 4 October 2024

Rating:
Article accesses:
417
Published in:
РИНЦ
1 Kitaiskii mezhdunarodnyi kolledzh iazyka i kul'tury, Universitet Krirk
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Abstract

The emergence of the artificial intelligence era presents both opportunities and challenges for international Chinese education. As the primary force in this educational domain, the development and enhancement strategies for international Chinese teachers must evolve in tandem with contemporary advancements. This study offers a comprehensive analysis of artificial intelligence's impact on international Chinese teachers, encompassing teaching methodologies, educational resources, and the evolving roles of educators. Based on these findings, the research proposes specific pathways for the training and professional development of international Chinese teachers. These recommendations address teacher education curriculum design, enhancement of training systems, development of practical platforms, and fostering international collaboration to meet the evolving needs of international Chinese education in the artificial intelligence era.

References

  1. 1. Qiurong Zhao. Research on international Chinese Teacher Training Model based on Modern Educational Technology. Social Sciences in Henan Province, 2019 (1), 135–138.
  2. 2. Hua Zhang. Artificial intelligence helps the international Chinese education talent training path exploration. Research on Foreign Language and Literature, 2024 (5) 126–132.
  3. 3. Tao Zhou. The construction of intelligent evaluation system for International Chinese Education. Language Teaching and Research, 2024 (3) 78–83.

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