国际中文教育前沿

跨文化能力对于国际中文教师来说是不可或缺的核心素养，涵盖知识、技能、情感与意识四大维度。个案研究作为一种质性研究方法，能够深入剖析研究对象，为探究国际中文教师跨文化能力发展历程提供可操作性强的研究路径。进行个案分析，可提炼教师提升跨文化能力的实践路径，为教师专业发展及师资培养体系优化提供参考。当前研究聚焦理论探讨而实证研究相对匮乏。本研究采用个案研究法，以Q大学国际教育学院跨文化经历丰富的W老师作为个案，系统展现其跨文化能力的发展过程，并基于研究发现，从教师个体发展及师资培养两个维度提出针对性建议。

Intercultural competence(encompassing knowledge, skills, emotions, and awareness) is essential for international Chinese language teachers. Case study methodology allows for detailed examination of these competencies in individual cases, making it particularly suitable for tracing developmental trajectories of intercultural competence among teachers of Chinese as an international language.This paper presents a case study of Teacher W, an experienced Chinese language instructor, to explore his intercultural competence development. The study addresses a gap in empirical research on this topic. Through a detailed examination of his developmental process, the research summarizes his valuable experiences and offers insights for enhancing intercultural competence among international Chinese teachers and the broader teaching community.The research first administered a survey to assess W's baseline intercultural experiences and competence. Based on these results, we designed and conducted semi-structured interviews. Interview transcripts were transcribed, coded, and analyzed using MAXQDA software. We then performed a narrative analysis based on the transcripts and codes to identify key stories reflecting W's intercultural competence development.Key findings are organized from two perspectives: individual teacher development and teacher training program design. For teachers, recommendations include cultivating a receptive mindset, improving proficiency, and pursuing professional development opportunities. For training programs, we recommend incorporating intercultural communication modules, delivering targeted training, emphasizing language proficiency, and building cultural confidence.While a case study, this research does not claim generalizability, yet it offers actionable generalizations to inform further exploration. These findings may contribute to developing intercultural competence among Chinese language teachers internationally.