全球胜任力导向下国际中文教育专业硕士实践成果评价机制创新研究——基于江浙沪六所高校负责人的深度访谈

Innovation in Evaluating Practical Outcomes of Master’s Programs in International Chinese Language Education: A Global Competence Perspective—Evidence from In-Depth Interviews with Program Directors at Six Universities in the Jiangsu-Zhejiang-Shanghai Region

摘要: 国际中文教育专业是培养全球胜任力的核心学科之一，在全球化与教育数字化转型背景下，汉硕培养目标正从“教学技能型”转向“全球胜任力复合型”。本研究以江浙沪六所不同类型高校汉硕点负责人为访谈对象，围绕实践能力培养、评价体系现状等问题展开深度访谈。结果显示，当前汉硕实践评价以教学实习报告为核心，存在重结果轻过程、重技能轻素养、评价主体单一等问题；将全球胜任力纳入评价体系面临概念抽象、观测点缺失等困境。受访专家认同构建“核心指标标准化 + 成长档案袋个性化”混合评价模式，以跨文化冲突案例等为新型评价载体，引入多元评价主体，依托海外实践基地与跨学科导师组提供支撑。基于此，本研究提出相关评价体系框架，为汉硕实践教学改革与评价创新提供依据。

Abstract: International Chinese Education is one of the core disciplines for cultivating global competence. Against the backdrop of globalization and digital transformation in education, the training objectives of Master’s programs in Chinese Language Teaching (MCT) are shifting from a focus on “teaching skills” to a more comprehensive development of “global competence”. This study conducts in-depth interviews with program directors from six universities across Jiangsu, Zhejiang, and Shanghai, exploring issues such as practical ability cultivation and the current state of evaluation systems. Findings indicate that current MCT practice assessments primarily rely on teaching internship reports, exhibiting problems such as overemphasis on outcomes at the expense of processes, prioritizing skills over competencies, and relying on a single evaluation subject. Integrating global competence into assessment frameworks faces challenges including abstract concepts and missing observable indicators. Interviewed experts support establishing a hybrid evaluation model combining “standardized core indicators” with “personalized portfolios”, using new assessment tools such as cross-cultural conflict case studies, introducing diverse evaluators, and leveraging overseas practice bases and interdisciplinary mentor teams for support. Based on these insights, this study proposes a relevant evaluation framework to inform reform in MCT practical teaching and innovation in assessment practices.