Research on the path to enhance the cultural communication literacy of Thai international Chinese language teachers

Abstract

With the rapid development of global integration, new requirements have been put forward for the content of communication and cooperation among countries. Since the 1990s, China's comprehensive strength has continued to develop rapidly and has become an indispensable and important country in the global development process. With China's increasing international status and close cooperation with countries around the world in multiple fields, each country has a strong demand for learning Chinese, which has prompted China's Chinese language and culture to enter a new stage of high-quality development. Language is a bridge of communication that can promote the integration and development of international culture, industry, and other aspects. International Chinese language teachers play a particularly important role in the dissemination of Chinese language and literature. Therefore, it is necessary to develop a standardized framework and model for cultivating the ability elements of international Chinese language teachers based on guidance and goals, in order to promote sustainable development. This study uses literature review, interview methods, and mathematical statistics to investigate some international Chinese language teachers who have traveled from China to Thailand. The PDCA cycle theory is used to establish a development path centered on "current situation analysis, innovation path, path evaluation, and continuous improvement", exploring the difficulties and difficulties in improving the cultural communication literacy ability of Thai international Chinese language teachers, Targeted optimization and development paths should be proposed: (1) Reasonable goals and development ideas for cultivating the ability elements of international Chinese language teachers should be formulated based on the actual situation of Thai Chinese language learning, exploring deep internal motivation and logical relationships, and improving the framework for cultivating ability elements based on the elements of communication. (2) In the specific implementation process, specific indicators for cultivating ability elements should be clearly defined to strengthen standardization. Targeted training should be conducted based on relevant indicators. (3) Targeted ability element training standards should be developed for Chinese language teachers based on the actual environment, needs, and theoretical foundation of international communication in Thai Chinese language learning. Fourthly, explore diversified cultural communication methods and development path choices, improve the comprehensive ability of Thai international Chinese language around the elements of global communication, and continuously optimize the curriculum system and teaching content. (4) We should improve the evaluation and feedback system, establish clear management systems and development plans for each stage, and promote excellent culture and concepts in a healthy manner. In the specific implementation process, being good at identifying and proposing problems, and combining practical experience to fully solve problems, can help promote deep development.