办学单位：北京师范大学 国际中文教育学院 授课地点：北京师范大学海淀校区 地 址：北京市海淀区新街口外 大街19号 |
授课教师：北京师范大学专家、教授 授课课时：90课时 招生人数：20-30人 |
项目介绍
北京师范大学国际中文教育学院是集国际中文教育、汉语教学人才培养、汉语教学及中华文化传播研究为一体的教学科研单位，现拥有一支跨学科、跨专业、教学实践与学术研究相结合的高素质师资队伍，92%教师具有长期国外工作或学习的经历。高效的教学与管理模式、一流的师资水平与教学设施以及科学的课程设置与教学方法，保障了学院的学科优势，也使国际中文教育学院在人才培养方面成为北京师范大学享誉国际的一个知名品牌。
2023年海外本土教师来华研修项目获得北京师范大学非学历教育工作“示范性项目”。依托该项目，国际中文教育学院对来自海外20余个国家的本土中文教师进行了培训。教师主要来自越南、柬埔寨、阿尔巴尼亚、印度尼西亚、俄罗斯联邦、秘鲁、肯尼亚、马来西亚、利比里亚、约旦、马达加斯加、吉尔吉斯斯坦、哥斯达黎加、喀麦隆、摩尔多瓦、塞拉利昂、巴基斯坦、古巴、坦桑尼亚等国家和地区。培训效果显著，整体课程设计、文化活动安排、生活服务等均得到教师们的认可与好评。
本土中文教师来华研修项目参照《国际中文教师专业能力标准》，从专业理念、专业知识、专业技能、专业实践、专业发展等五个方面，针对各国中文教学的实际情况和需求，采用讲授、讲座、观摩、研讨、实际操练、文化体验等形式，有针对性地加强和巩固教师们的汉语基础知识，提高中文教学能力和课堂管理能力，引领教师们进一步了解中国国情并感受社会文化,以提高中文职业能力水平。
2024年暑期本土中文教师项目计划招收美国大中小学及中文培训机构的优秀教师20-30人。欢迎有中文教学经验,有志于长期从事中文教学工作,有意愿提高中文教学能力和中华文化素养,希望与北京师范大学专家交流并获得指导的中文教师报名。
报名条件
美国大中小学及相关中文培训机构任教的非中国籍专兼职本土教师，有1年及以上中文教学经验,有志于长期从事中文教学工作，身心健康，有HSK4级以上证书（如无证书可以开具相关在职证明）。
咨询及联系方式
国际中文教育学院 步延新 手机/WeChat ID：13681342286
E-mail：buyanxin@bnu.edu.cn
2024 Professional Development Program in China for Local Chinese Language Teachers in New England, U.S.A.
Organizer: |
School of International Chinese Language Education at Beijing Normal University |
Website: |
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Instructors: |
Experts and professors at Beijing Normal University |
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Location: |
Haidian Campus of Beijing Normal University |
Class hours: |
90 |
Address: |
No.19, Xinjiekouwai Street, Haidian District, Beijing |
Capacity: |
20-30 trainees |
About the Program
The School of International Chinese Language Education at Beijing Normal University is a comprehensive teaching and research institute that integrates international Chinese education, training of Chinese language teaching professionals, and research on Chinese language instruction and cultural dissemination. The school boasts a high-caliber faculty with interdisciplinary and cross-specialty backgrounds, combining teaching practice with academic research; 92% of the faculty have extensive experience working or studying abroad. Its efficient teaching and management model, top-tier faculty, excellent teaching facilities, and scientifically designed curriculum and teaching methods ensure the school's academic strengths, making it a renowned brand of Beijing Normal University in the field of talent cultivation on the global stage.
The 2023 Overseas Local Teachers Training Program was recognized as a "Model Project" for non-degree education at Beijing Normal University. Through this program, the School of International Chinese Language Education trained local Chinese language teachers from over 20 countries, including Vietnam, Cambodia, Albania, Indonesia, the Russian Federation, Peru, Kenya, Malaysia, Liberia, Jordan, Madagascar, Kyrgyzstan, Costa Rica, Cameroon, Moldova, Sierra Leone, Pakistan, Cuba, and Tanzania. The training yielded remarkable results, with participants praising the overall course design, cultural activities, and daily living services.
The Local Chinese Teachers Training Program in China follows the "International Chinese Language Teachers Professional Competency Standards," focusing on five key areas: professional philosophy, knowledge, skills, practice, and development. Tailored to the specific circumstances and needs of Chinese language teaching in various countries, the program employs a variety of methods, including lectures, seminars, classroom observations, discussions, hands-on practice, and cultural experiences. It aims to strengthen and reinforce teachers' foundational knowledge of Chinese, enhance their teaching skills and classroom management abilities, and guide them in gaining a deeper understanding of China’s national conditions and social culture, ultimately improving their professional competency in Chinese language teaching.
The 2024 Summer Local Chinese Teachers Program plans to enroll 20-30 outstanding teachers from U.S. primary and secondary schools, higher education institutions, as well as Chinese language training institutions. We welcome applications from Chinese language teachers who have teaching experience, are committed to a long-term career in Chinese language education, wish to enhance their teaching skills and cultural knowledge, and are eager to engage with and receive guidance from experts at Beijing Normal University.
Eligibility Requirements
Applicants must be non-Chinese nationals who are currently full-time or part-time Chinese language teachers at U.S. primary and secondary schools, higher education institutions or related Chinese language training institutions. They should have at least one year of Chinese teaching experience and be committed to a long-term career in Chinese language education. They should be in good physical and mental health, and hold an HSK Level 4 or higher certificate (if no certificate is available, a relevant employment verification can be provided).
2024年美国新英格兰地区中文教师（本土教师）研修班
课程设置
课程 |
主题 |
主要内容 |
学时 |
中文专业知识与技能（研究生级别课程）
课号:[ GJZW-PX2401 ] 学分：3学分 学时：45学时
课程介绍： 本课程主要包括汉语基础知识和文化知识，以及汉语教学方法与实践，以提高教师们的汉语本体知识与教学技能等专业能力。 |
《国际中文教师专业能力标准》解读 |
该《标准》是引领国际中文教师培养、培训、能力评价与认定及教师专业发展的准则，包括专业理念、专业知识、专业技能、专业实践和专业发展等五个方面。《标准》将国际中文教师应具备的知识、技能、态度以及专业发展等能力划分为初级、中级、高级三个水平，对每一级水平进行了详细描述。 |
4 |
语音知识与教学 |
本主题在介绍汉语语音特点的基础上，针对美国学生在汉语学习中常常遇到的语音问题进行分析，并实际操练实用的语音教学方法。 |
4 |
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汉字知识与教学 |
文字是人类文化的主要载体，具有很强的象征意义和文化内涵。本主题主要介绍汉字特点，并对汉字教学方法进行展示与操练。 |
8 |
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语法知识解析 语法教学方法
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语法在汉语教学中是重点也是难点，本主题旨在帮助研修教师巩固汉语语法基础知识，了解并掌握汉语语法教学基本理论、探讨一系列语法教学方法和技巧，理论与实践相结合，以小组讨论、集体备课、试讲观摩等形式进行语法学习和实际操练。 |
8 |
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词汇知识解析 词汇试讲研讨 |
本主题在介绍汉语词汇基础知识的同时，介绍词汇教学方法及课堂活动，带领教师们对词汇教学方法进行评析，并对一些词汇教学方法进行实践操练。 |
8 |
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当 代 中 国 |
本主题立足于当代中国社会，围绕当代国情与文化，结合社会热点和重大民生问题，从宏观和微观角度对中国社会现象进行讲解和分析，帮助教师们更好地理解当代中国。 |
4 |
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中国历史文化 |
本主题从地理环境的特点及其对文化的影响入手，用实例阐释中华文化的多元特点、中国区域文化的特征；介绍中华民族多元一体格局；从历史的角度，通过中国礼仪文化的溯源，讨论礼的精神与当代中国的文化联系。 |
4 |
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中华文化教学 |
本主题从汉语教学中语言与文化的关系入手,探讨教学中文化的性质和重要性，并将对具体的教学形式及原则进行分析与总结。大量的案例分析与讨论是本课程的一大特点。 |
5 |
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中文专业实践与发展（研究生级别课程）
课号:[ GJZW-PX2402] 学分：3学分 学时：45学时
课程介绍： 本课程主要包括中文教学实施、测试与评估、现代教育技术等，以培养教师们的专业实践能力与教师素养，为教师未来职业发展奠定基础。 |
课堂活动设计 |
本主题针对教师们的需求，同时借鉴汉语教学领域专家学者和一线教师的典型教学案例，引导并启发教师们更加深入全面地理解课堂活动的特点以及进行自主设计的方法与策略。 |
4 |
汉语综合课教学 |
本主题旨在全面介绍初级、中级、高级汉语综合课的教学策略和技巧，剖析综合课教学的难点，以案例教学案例为基础，与教师们在讨论中提出有效的教学方法。 |
4 |
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汉语与文化漫谈 |
本主题主要从一些语言现象出发，比如姓名、汉语数词、颜色词等，探讨其反映出的中国文化，思考在教学中如何处理语言与文化的关系。 |
4 |
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二语习得理论与教学应用 |
本主题主要介绍二语习得理论的主要概念，最新的发展理论，二语习得理论与教学的关系。从理论的角度分析汉语第二语言教学的特点。 |
4 |
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语言测试与评估 |
本主题旨在帮助学生了解第二语言测试与评估的基本概念和理论，掌握第二语言测试与评估的主要方法。 |
4 |
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现代教育技术与教学资源 |
本主题主要介绍汉语教学资源，包括网络资源、网站、视频资料等；介绍和练习Word，PPT,编程小游戏等现代教育技术，使教师们获得多样的教学辅助手段。 |
4 |
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AI辅助国际中文教学 |
本主题将详解如何利用以ChatGPT为代表的大语言模型、人工智能画图工具及可视化工具辅助中文教学等。在学习相关知识的基础上，利用具体教学软件，让教师们进行实践操作。 |
4 |
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文化活动与体验 |
实地体验老北京历史街区、典型四合院、胡同等，了解当代社会中国人的生活；体验书法艺术的魅力，了解传统中华文化。 |
17 |
2024 Professional Development Program in China for Local Chinese Language Teachers in New England, U.S.A.
Courses |
Topic |
Main Content |
Hours |
Professional Knowledge and Skills in Chinese Language (Graduate Level)_
Course Code: [ GJZW-PX2401 ] Credits：3 Instructional Hours：45
Course Description: This course mainly covers basic knowledge of Chinese language and culture, as well as methods and practices of Chinese language teaching, aiming to enhance teachers' professional abilities in Chinese language fundamentals and teaching skills. |
Analysis of “Professional Competency Standards for International Chinese Language Teachers” |
The Standards provides guidelines for international Chinese language teacher preparation, training, competency assessment, certification, and professional development, which cover five areas: professional philosophy, professional knowledge, professional skills, professional practice and professional development. The Standards categorizes the required knowledge, skills, attitudes, and professional development capabilities of international Chinese teachers into three levels: beginner, intermediate, and advanced, with detailed descriptions for each level.
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4 |
Phonetics Knowledge and Pedagogy |
This unit introduces the phonetic characteristics of Chinese based on analysis of common pronunciation difficulties encountered by American students in Chinese learning. Practical phonetic teaching methods are then applied through hands-on exercises. |
4 |
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Chinese Character Knowledge and Pedagogy |
Writing is an emblem of human culture with strong symbolic significance and cultural connotations. This unit primarily introduces the characteristics of Chinese characters and demonstrates and practices methods for teaching Chinese characters. |
8 |
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Grammatical Analysis Grammar Pedagogy
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Grammar is both a focal point and a challenge in Chinese language teaching. This unit aims to help teachers-in-training to consolidate their foundational knowledge of Chinese grammar, understand and master basic theories of Chinese grammar pedagogy, explore a series of grammar teaching methods and techniques, and integrate theory with practice. It involves grammar learning and practical exercises through group discussions, collective lesson planning, and demonstration teaching observations. |
8 |
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Vocabulary Knowledge Analysis Vocabulary Teaching Demonstration and Discussion |
This unit introduces fundamental knowledge of Chinese vocabulary while also presenting vocabulary teaching methods and classroom activities. It guides teachers to analyze vocabulary teaching methods and provides practical exercises for some of these methods. |
8 |
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Modern China |
This unit is based on contemporary Chinese society, focusing on the current state of the country and its culture. Integrating timely social topics and significant issues concerning everyday people, teachers will gain a better understanding of contemporary China through explanations and analyses from both macro and micro perspectives, |
4 |
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Chinese History and Culture |
This unit starts by examining the characteristics of geographical environments and their influence on culture. It uses examples to elucidate the diverse aspects of Chinese culture and the characteristics of regional cultures within China. It introduces the concept of the unity in diversity of the Chinese nation and, from a historical perspective, traces the origins of Chinese etiquette culture to discuss the spiritual essence of rituals and their relevance to contemporary Chinese culture. |
4 |
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Chinese Culture Pedagogy |
This unit starts by examining the relationship between language and culture in Chinese language teaching. We will explore the nature and significance of culture in teaching, and then analyze and summarize specific teaching approaches and principles. A significant feature of this unit is the extensive use of case studies and discussions.
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5 |
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Professional Practice and Development in Chinese Language (Graduate Level) Course Code: [ GJZW-PX2402] Credits：3 Instructional Hours：45
Course Description: This course mainly covers Chinese teaching implementation, assessment and evaluation, modern education technology, etc., aiming to cultivate teachers' practical abilities in the Chinese language teaching profession, laying the foundation for teachers' future career development. |
Designing Classroom Activities |
This unit caters to the real-life needs of teachers, drawing on experts’ knowledge and examples from frontline teachers in the field of Chinese language teaching. It guides and inspires teachers to deepen their comprehensive understanding of the characteristics of classroom activities and to employ methods and strategies for autonomous design effectively. |
4 |
Integrated Chinese Language Class Pedagogy |
This unit provides a comprehensive introduction to teaching strategies and techniques of integrated Chinese language classes for beginning, intermediate and advanced levels. We will analyze the difficulties in teaching integrated classes and propose effective teaching methods through case-based discussions. |
4 |
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Discussion of Chinese Language and Culture |
This unit primarily explores aspects of Chinese culture reflected in certain language phenomena, such as names, numerals, color words, etc. We will consider and discuss how to handle the relationship between language and culture in teaching. |
4 |
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Second Language Acquisition Theory and Pedagogical Applications |
This unit primarily introduces the main concepts of second language acquisition theory, the latest developments in the field, and the relationship between second language acquisition theory and teaching practices. We will also analyze the characteristics of Chinese as a second language pedagogy from a theoretical perspective. |
4 |
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Language Testing and Assessment |
This unit aims to help students understand the basic concepts and theories of second language testing and assessment, as well as master the primary methods of second language testing and assessment. |
4 |
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Modern Educational Technology and Teaching Resources |
This unit primarily introduces Chinese language teaching resources, including online resources, websites, video materials, etc. It also introduces and practices modern educational technologies such as Word, PowerPoint, programming games, etc., providing teachers with access to a wide range of teaching aids. |
4 |
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AI-Assisted International Chinese Language Teaching |
This unit will explain in detail how to utilize large language models represented by ChatGPT, artificial intelligence drawing tools, and visualization tools to assist in Chinese language teaching. While learning relevant knowledge, specific teaching software will be used to enable teachers to engage in practical applications. |
4 |
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Cultural Activities and Experience |
Teachers will experience the historical streets of Old Beijing, typical quadrangle courtyards (sìhéyuàn), and narrow streets (hútóng) to understand the lives of contemporary Chinese people. Additionally, participants will be immersed in the art of calligraphy as a way of understanding traditional Chinese culture. |
17 |
师资情况
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冯丽萍 博士 北京师范大学 国际中文教育学院教授、博士生导师
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主要专长与兴趣：汉语认知研究，汉语作为第二语言学习与教学研究。主持教育部、国家汉办科研项目，出版专著《现代汉语词汇认知研究》、《认知视角的对外汉语教学论》，发表学术论文30余篇。
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王学松 博士 北京师范大学 国际中文教育学院教授、博士生导师 |
中国古代文学、汉语教学与中华文化传播、汉语教师培养与培训。发表论文40余篇，出版对外汉语教材5部，主持国家和省部级社科项目4项，参与多项。曾在美国Dartmouth College、Middlebury College、韩国三星集团任汉语与中国文化教师。
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张和生 博士 北京师范大学 国际中文教育学院教授 博士生导师 |
从事汉语国际教育方面的研究与实践 30 余年，发表相关论文数十篇，著有《对外汉语词汇教学研究》，主编《对外汉语课堂教学技巧研究》、《汉语可以这样教──语言要素篇》等对外汉语教师培训用书多部，主持多个国家汉办科研项目，多次为汉办、侨办、中国华文教育基金会的海内外中文教师培训授课。曾获评“全国对外汉语教学优秀教师”。
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李春雨 博士 北京师范大学 国际中文教育学院教授 博士生导师 |
主要专长与兴趣：汉语及文化教学研究、中华文化传播研究、中国现当代文学研究。主持国家社科基金重点项目、北京市社科基金重大项目及教育部项目等多项，发表论文40多篇，出版专著及教材10多部。2012年获教育部霍英东教育基金会第十三届高校青年教师奖，并入选教育部“新世纪优秀人才支持计划”，2013年入选“北京市青年英才计划”。
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徐彩华 博士 北京师范大学 国际中文教育学院教授 博士生导师 |
主要专长与兴趣：汉字认知心理以及汉语作为第二语言认知心理研究，儿童汉语教学研究。发表论文30余篇，出版专著《汉字认知及汉字学习心理研究》。主持完成国家科社基金项目以及多个省部级科研项目。参与编写的教材《跟我学汉语》曾获国家汉办优秀教材奖。 |
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张会 博士 北京师范大学 国际中文教育学院教授 博士生导师 |
主要专长与兴趣：汉语言文字学，信息技术与汉语教学。主持北京市社科基金、汉办、语合中心、中国侨联等项目，主编《HSK标准会话教程》，出版专著《银雀山汉墓竹简字形研究》。曾在日本、美国长期任教，有丰富的海外教学经历与本土师资培训经验。现任英国曼彻斯特大学孔子学院中方院长。 |
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步延新 博士 北京师范大学 国际中文教育学院 副教授 硕士生导师 |
主要专长与兴趣：语言学及应用语言学，对外汉语教学。参与院级、校级及国家级项目多项，参与编写相关教材，发表论文20余篇，专著1部。目前主要关注俄罗斯中文教学及教材编写，以及国际中文教师师资培养工作。
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陈颖 博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
主要专长与兴趣：汉语语法与词汇，对外汉语教学。发表论文10余篇，教材1套。参加国际合作项目、国家项目和横向项目多项。
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伏学凤 博士 北京师范大学 国际中文教育学院 硕士生导师 |
主要专长与兴趣：汉语言文字学、对外汉语教学。发表论文若干篇，参与编著著作多部。参加国家汉办项目、大型横向项目多个。 |
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胡韧奋 博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
研究方向为计算语言学、计算机辅助语言教学、古汉语信息处理等。主持国家社科基金（青年）、国家自然科学基金（青年）及多项企业横向合作课题，在国内外高水平期刊会议上发表论文三十余篇。作为主持人或核心成员构建了汉语二语自适应测试、古汉语文本信息标注、“唐诗别苑”知识图谱等工具平台。中文信息学会青工委成员，主讲课程包括：Python编程与数据分析、自然语言处理专题、专业英语、现代教育技术应用、第二语言测试与评估等。
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胡秀梅 博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
主要专长与兴趣：对外汉语教学法、多媒体技术应用。发表论文20余篇，参与多个项目，编写视听说、会话等多本教材。
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汝淑媛 博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
主要专长与兴趣：汉语语法学，对外汉语教学，汉语语法教学。发表论文十余篇，出版教材6部。参加国际合作项目、国家重大项目、大型横向项目多个。 |
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申东月 博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
主要专长与兴趣：汉、日、韩比较语言学，语音学，韩汉翻译。发表论文近20篇，专著20万字。参加国家重大项目、横向、纵向项目多个。 |
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孙立峰 博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
主要专长与兴趣：多次赴德国、英国、美国访学和执教，海外工作时间十年。曾任英国曼彻斯特大学孔子学院中方院长。主持或参加多个国家、省部级和校级科研项目，出版汉语教材、合著著作多部，发表论文多篇。主要专长与兴趣：对外汉语文化教学、中外文化交流、跨文化交际、教师发展。长期承担国家公派汉语教师、志愿者的选拔、培训，以及本土中文教师培养培训等工作。 |
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吴方敏 博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
主要专长与兴趣：汉语言文字学，对外汉语教学，汉语修辞学。参与编写教材多部，发表论文多篇。主持或参加校级科研项目、国家项目多个。 |
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赵宏勃
博士 北京师范大学 国际中文教育学院副教授 硕士生导师 |
主要专长与兴趣：中国古代历史，对外汉语教学。发表论文20余篇，主持或参加科研项目多个。 |
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焦海洋 书法老师 |
毕业于北京师范大学，绘画教师，光明网特约评论员，中国网专栏漫画家。北京师范大学国际学生传统文化培训师。2020年全国投教动漫大赛最佳书法奖获得者。 |
