Now those European and American countries pay attention to learning Chinese.

In recent years, with the rapid development of China's economy and the improvement of its international status, its influence on the world is increasing, and there has been an upsurge of learning Chinese in many countries. In some parts of Indonesia, people even put forward the slogan "Chinese learning should start with dolls". With the world gradually entering the information age, language has gradually become an important cultural resource. Therefore, it is very important to seriously study the current situation of teaching Chinese as a foreign language, strengthen the promotion of Chinese, and let Chinese really go global.

The Development of Teaching Chinese as a Foreign Language

The development of teaching Chinese as a foreign language in China is relatively late. It developed with the establishment of New China and the gradual increase of China's foreign exchanges.

1In July, 950, Tsinghua University officially established the China Advanced Chinese Class for exchange students from Eastern Europe, which can be regarded as the beginning of teaching Chinese as a foreign language in new China. However, due to political and economic reasons, teaching Chinese as a foreign language was still a short-term training role at that time, and teaching Chinese as a foreign language rose in China in 1970s. China has resumed its legal seat in the United Nations, and many countries, such as Japan and the United States, have established diplomatic relations with me. Subsequently, more than 40 countries requested to send overseas students to me. Domestic colleges and universities have also resumed enrollment. It is in this situation at home and abroad that Beijing Language Institute (the predecessor of beijing language and culture university) resumed classes on 1973, and then universities in Beijing and other provinces and cities resumed or began to accept international students. In addition, the northern language was piloted in 1975, and the undergraduate teaching of Chinese as a foreign language was officially opened in 1978. The expansion of teaching scale and the establishment of undergraduate teaching have laid a good foundation for the emergence of Chinese teaching discipline for international students.

However, since the end of 1980s, teaching Chinese as a foreign language has made great progress. From 65438 to 0978, linguists in Beijing issued a timely appeal with academic sensitivity: "Teaching Chinese as a foreign language should be regarded as a special subject, and corresponding majors should be set up to set up special research institutions." However, what is the name of this discipline and major? There is no official name. It was not until 1982 that China officially established the name of "Teaching Chinese as a Foreign Language". With the process of opening to the outside world, more and more attention has been paid to teaching Chinese as a foreign language. From 65438 to 0987, China established the "National Leading Group for Teaching Chinese as a Foreign Language", which tightened the management system of teaching Chinese as a foreign language. Colleges and universities have improved the administrative level of teaching Chinese as a foreign language institutions to varying degrees; The management and training of teachers have been strengthened, and a unified qualification examination for teachers of Chinese as a foreign language has been launched. The Outline of Education Reform and Development in China also included the teaching of Chinese as a foreign language in the plan, emphasizing "strengthening the teaching of Chinese as a foreign language". 1989 at that time, a notice from the state education commission pointed out that "developing Chinese as a foreign language is the cause of the country and the nation."

Since the mid-1990s, in addition to beijing language and culture university becoming the only international university in China that specializes in teaching Chinese and China culture to foreign students in China, nearly 400 universities across the country have carried out long-term and short-term teaching of Chinese as a foreign language, and even some middle schools have actively carried out short-term teaching of Chinese as a foreign language. The number of foreign students studying in China is increasing year by year. In addition to beijing language and culture university, universities like Peking University, Beijing Normal University, Fudan University, East China Normal University and Nanjing University have more than 1000 international students every year.

"Chinese fever" is on the rise in globalization.

However, the teaching of Chinese as a foreign language in China really ushered in its own spring after it entered the 2 1 century. With the world gradually entering the information age, the era of knowledge economy and economic globalization, the status of the whole language science in the 2 1 century is getting higher and higher. Due to the rapid economic development of China in the past 20 years, China's international status has improved rapidly. Because China has a vast market, any country, whether developed or developing, must deal with China for peace and development and for its own national interests, and ask its people to study Chinese hard.

Therefore, in order to respond to the strong development of China, the craze for Chinese has also risen around the world, and Chinese has gradually become a strong language. According to newspaper reports, many European and American countries have now taken Chinese as an optional subject in the Chinese language test of the college entrance examination.

In the United States, among 12 foreign languages, the number of Chinese elective courses has increased the fastest, and it has become the third most commonly used foreign language. At present, more than 800 universities have Chinese departments and colleges, and many middle schools also offer Chinese courses. Some states (such as Utah) have passed laws to make Chinese a compulsory course in middle schools. The craze for Chinese in France can be understood from an advertisement on the streets of Paris: "Learning Chinese means your opportunities and wealth in the coming decades." Nearly 30,000 people in France learn Chinese, ranking first in Europe. There are 38 universities offering Chinese majors and nearly 90 other types of universities. The number of primary and secondary schools offering Chinese courses is 149, with 8,000 students. In 2004, the famous Paris Institute of Oriental Languages enrolled 2,000 students from China, surpassing Japanese for the first time. Not only in France, but also in Russia. According to the statistics of the Education Office of the Chinese Embassy in Russia, there are more than 50 Chinese teaching points in Russia, among which more than 30 institutions offer Chinese courses.

There are 2,200 students, and there are 8 primary and secondary schools offering Chinese courses with more than 2,500 students. There is also a great demand for talents in China, and many companies are willing to pay high salaries to compete with traditional employers such as the Ministry of Foreign Affairs for talents in China.

In Asia and Japan, Chinese teaching has always been the hottest country. Almost every university has Chinese subjects, and Chinese has become one of the optional foreign languages for middle school students' college entrance examination. In some schools, Chinese has become the first foreign language in foreign language courses. In South Korea, after the establishment of diplomatic relations with China, the number of people learning Chinese surged. Up to now, two-thirds of more than 300 universities have offered Chinese courses, and language colleges studying Chinese are all over major cities. The number of Korean students studying in Chinese mainland has surpassed that of Japan, ranking first. In Africa, Chinese fever is also on the rise. Egypt, Tunisia, Mauritania and other countries have set up four-year Chinese majors, and some have begun to recruit master students and doctoral students majoring in Chinese. According to incomplete statistics, more than 2,500 universities in 100 countries are teaching Chinese, and more than 30 million foreign students are learning Chinese.

The Bottleneck of Teaching Chinese as a Foreign Language

Although the global "Chinese fever" is getting higher and higher, some of them are just superficial phenomena. If we observe it calmly, we will find that there are many obstacles in the promotion of Chinese as a foreign language in China. Compared with English and other powerful languages, Chinese is still in a weak position among the major languages in the world. Zhao Ceng, head of the Asian Language and Literature Department of Carleton University in the United States, made an image metaphor: "Many Americans have only three impressions of China: the Great Wall, women's foot-binding and giant pandas. A casual walk around the Tsinghua campus will show students studying GRE or TOEFL in the morning. This shows that Chinese has a huge' trade deficit' in international exchanges! "

As a foreign language, there are many difficulties in popularizing Chinese in China, especially abroad. On the one hand, Chinese itself is difficult to learn, which has dampened the enthusiasm of many foreigners; On the other hand, due to the shortage of teachers and the lack of popularity of overseas Chinese testing centers, many international students give up learning Chinese or even studying in China.

According to experts, there are mainly the following problems in Chinese teaching for me at present:

The first is the question of understanding. Some school leaders attach importance to teaching Chinese as a foreign language, but due to economic considerations, they still lack sufficient understanding of the significance of teaching Chinese as a foreign language and their practical support is not strong.

Second, the leaders in charge of teaching Chinese as a foreign language and the teachers engaged in teaching Chinese as a foreign language in most schools have a weak sense of discipline and do not attach importance to the theoretical construction of teaching Chinese as a foreign language; Do not pay attention to integrating the advantages of different disciplines, and serve the construction of teaching Chinese as a foreign language. Many teachers from literature, history, foreign languages, philosophy and other disciplines, although in the post of teaching Chinese as a foreign language, are still engaged in scientific research in their original fields, and have not considered or rarely considered how to closely combine their original knowledge with teaching Chinese as a foreign language.

Third, at present, the textbooks compiled by some schools are still relatively random, lacking in scientific nature, and there is no unified standard to check.

Among them, the lack of qualified teachers of Chinese as a foreign language is the most important factor. In colleges and universities, the level of teachers who teach Chinese as a foreign language is uneven. Individual units unilaterally pursue economic results, regardless of their own strength, and repeatedly expand enrollment. Therefore, there are not enough teachers, so graduate students and even general administrators are called to take Chinese classes, which leads to uneven teaching level of Chinese as a foreign language. At present, there are no good or bad training institutions for teaching Chinese as a foreign language widely used in society. Many training institutions put economic interests first and are not strict with teachers. They think that people who learn Chinese and speak Mandarin well can become teachers of Chinese as a foreign language, which can't guarantee the quality of teaching Chinese as a foreign language at all, resulting in some confusion in teaching Chinese as a foreign language.

Relevant statistics show that there are currently 40,000 international students studying Chinese in Beijing, and by 2008, this number will reach at least 80,000. Even though these international students need at least 8,000 Chinese teachers according to the standard of "teaching Chinese as a foreign language in large classes", only 3,000 to 4,000 people in China have the qualification certificate for teaching Chinese as a foreign language. This is still the case at home, especially abroad. According to experts, Indonesia needs at least 30,000 Chinese teachers to promote Chinese education in mainstream society.

We must strengthen the promotion of Chinese.

When promoting their own languages, developed countries have specialized institutions responsible for providing human, material and financial support, supporting and establishing superior language education institutions at home, establishing language branches around the world, and promoting the integration and benign interaction of countries around the world through language promotion. In order to make teaching Chinese as a foreign language become the overall strength and core competitiveness of China, the relevant state departments have taken a series of important measures, such as establishing a teaching base for Chinese as a foreign language, starting the "Chinese Bridge" project, and establishing Confucius Institutes overseas.

In recent years, there have been new changes in the number of international students in China: high growth, diversification of learning purposes, diversification of professional learning fields and multi-level learning requirements. Therefore, our teaching Chinese as a foreign language must be adjusted to meet the trend of Chinese communication in the era of globalization.

Relevant experts believe that in order to further promote Chinese and make Chinese truly go global, in addition to increasing policy and financial support, China should do the following work in teaching Chinese as a foreign language: First, establish the concept that language is also a cultural resource and attach importance to the protection and development of local language resources. The second is to increase the subjective consciousness of Chinese teaching and pay attention to the theoretical construction and overall construction of Chinese teaching. Third, strengthen the basic work of Chinese teaching, develop high-quality series of teaching materials and scientific teaching methods to ensure the continuous improvement of the quality of teaching Chinese as a foreign language. Fourth, strengthening academic exchanges and cooperation at home and abroad, especially in scientific research and textbook compilation, requires bilateral and multilateral cooperation, learn from each other's strong points and develop together.

We can foresee that with the strong development of China and the accelerated development of economic globalization, China will inevitably integrate into the world faster and deeper. Language, as a cultural resource, will push China culture to the world. Through Chinese teaching, we can further build a bridge between Chinese and foreign economic and cultural exchanges and humanities exchanges.