China News Service, Beijing, November 30 (Jin Xu) The international influence of Chinese is constantly rising.

By the end of 2020, more than 180 countries and regions around the world have carried out Chinese language education, and 70 countries in the world have included Chinese in their national education systems.

As witnesses of cross-cultural teaching, many teachers of Chinese as a foreign language have said that international Chinese education has promoted cultural exchanges between China and other countries in the world, but it also faces many challenges in the new era.

  Wang Yin, who teaches Chinese in a private school in Thailand, has witnessed the rapid development of local Chinese education.

She introduced that with the increasingly close exchanges between China and Thailand, the Thai government has vigorously promoted Chinese teaching. From kindergartens to universities, many schools set Chinese courses as required or optional courses.

  Wang Yin told reporters that Chinese food culture and traditional festival customs are deeply loved by local students. “I often use online videos to teach you some Chinese sayings about food, festivals, and Chinese etiquette. I hope my teaching content will help them perceive China. A window of culture."

  "Chinese is a key to open Chinese civilization and appreciate the charm of Chinese culture." Liu Yaru, acting Chinese dean of the Confucius Institute at Charles Darwin University in Australia, said that the increasing global "Chinese fever" also stems from China's growing global influence.

  According to the latest data from the Victorian Department of Education in Australia's second largest state, the total number of people learning Chinese in public schools in the state's primary, secondary and language schools has reached 91,000, accounting for 19.6% of the total language enrollment.

  Liu Yaru said that although the demand of people from all over the world to learn Chinese continues to grow, there are still many problems in Chinese teaching that need to be solved urgently.

"In Australia, because there is no unified textbook, teachers carry out independent curriculum design and teaching arrangements around the syllabus. Although they have great flexibility, they also bring about the problems of inconsistent curriculum and content coordination. In addition, Western media’s stigmatizing reports on China will also affect local people’s attitudes towards Chinese learning."

  "The new crown pneumonia epidemic has had the greatest impact on the current Chinese language teaching. Many countries have suspended visas, resulting in a serious "shrink" in the number of Chinese teachers exchanged there." Liu Yaru's Confucius Institute hired local Chinese students studying for a master's degree in education. In order to temporarily alleviate the vacancy of teachers.

He said that many novice teachers have not undergone systematic teaching training, and some erroneous educational concepts will inevitably occur during the teaching process, which will adversely affect students' Chinese learning in the long run.

  Also affected by the epidemic, Huang Ming, a volunteer Chinese teacher, had to end his teaching work in Morocco ahead of schedule and move the classroom to the Internet.

  Huang Ming said that in addition to college students of his own age, many local office workers also choose to join Chinese classes.

"Many of them have been to China, because of China's great rivers, mountains and long history, they fall in love with Chinese and want to increase their understanding of China."

  Huang Ming introduced that the first class of meeting with students is to give them Chinese names.

"The official language of Morocco is Arabic, so I will find the corresponding Chinese characters according to the pronunciation and meaning of their names. For example, there is a student whose name means sacred cow in Arabic, and he has very aura of eyes. I gave him a Chinese name called'Ruoling'." She said that she used this method to let students first perceive the cultural connotation behind the language.

  During the course of teaching, Huang Ming discovered that the standardized writing of Chinese characters is a difficulty that foreign students need to break through.

"Arabic uses a right-to-left writing style, while modern Chinese is the opposite. I will focus on explaining the basic structure of Chinese characters, and teach students to re-recognize the structural relationship between Chinese characters."

  In October this year, Huang Ming once again embarked on a teaching trip to Mauritius.

She said that the growth and progress of foreign students is her greatest source of accomplishment, and she hopes that more people can learn about a true and comprehensive China through Chinese and fall in love with Chinese culture.

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