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中亚国家本土汉语教师来华培训效果评估研究

Research on the Evaluation of Training Effectiveness for Local Chinese Language Teachers from Central Asian Countries Participating in Professional Development Programs in China

Progress in Social Sciences / 2026,8(2): 123-129 / 2026-03-13 116 85

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• Authors: 邵鹏博 杨文豪
• Information:

  新疆大学国际文化交流学院，乌鲁木齐

• Keywords:
  Central Asian countries; Local Chinese language teachers; Training effectiveness; Training effectiveness evaluation
  中亚国家; 本土汉语教师; 培训效果; 培训效果评估
• Abstract: This paper presents an evaluation of the training effectiveness for local Chinese language teachers from Central Asian countries participating in training programs in China. Grounded in educational evaluation theory, teacher professional development theory, and cross-cultural communication theory, and aligned with national standards such as the International Standards for Chinese Language Teachers, the study establishes a multi-dimensional assessment framework. This framework encompasses professional qualities, knowledge acquisition, teaching competence, and localized application abilities. The evaluation methodology adopts a mixed-methods approach that integrates quantitative and qualitative assessments, involving multiple stakeholders. Data collection instruments include standardized tests, questionnaires, classroom observations, in-depth interviews, and teaching portfolio analysis, aiming to ensure comprehensive and objective evaluation outcomes. The assessment process is structured into four stages: preparation, implementation, analysis, and feedback. Additionally, the paper proposes the implementation of a dynamic tracking mechanism to ensure the standardization and continuity of the evaluation process, thereby effectively contributing to teachers’ professional development and the ongoing optimization of the training system. 文章围绕中亚国家本土汉语教师来华培训效果评估，以教育评价理论、教师专业发展理论及跨文化交际理论为基础，参照《国际中文教师能力标准》等国家规范，建立起涵盖职业素养、知识掌握、教学实践能力与本土化应用能力的多维度评估内容框架。在评估方法上，倡导量化与质性评估相结合、多元主体参与的混合模式，综合运用标准化测试、问卷调查、课堂观察、深度访谈与教学档案分析等工具，力求全面、客观地获取评估数据。评估流程涵盖准备、实施、分析与反馈四个阶段，并建议引入动态跟踪机制，确保评估工作的规范性与持续性，切实服务于教师专业成长与培训体系优化。
• DOI: https://doi.org/10.35534/pss.0803023 (registering DOI)
• Cite: 邵鹏博，杨文豪．中亚国家本土汉语教师来华培训效果评估研究［J］．社会科学进展，2026，8（3）：123-129.