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In this paper, I will first review the history of advanced training for Chinese German teachers in the first phase (from 2006 to 2009) and the second phase of the development of the Department German Studies in China. The current situation of the young Chinese German teachers is presented and analyzed by the result of a research based on the newly founded departments of German Studies from 2000 to 2009 at 40 universities. This is also considered to be an argument for the second phase (2010-2017) of the advanced training, namely that the training courses should be aimed at special fields of German Studies. After the report on the second phase of the advanced training, I try to evaluate the impact of the training courses by analyzing comments in video interviews as well as e-mail surveys in 2016. By comparing the results conducted with the same target group in 2009 and 2017, the continuous impact of the teacher training can be brought to light. [ABSTRACT FROM AUTHOR]

This paper first introduces the 2 plus 3 program at the ZUST. Then the author probes into the question what the greatest difficulties are, despite of the apparent attractiveness of the double degree program. The results of a questionnaire show that both the intercultural differences and the lack of vocabulary significantly complicate the students' daily learning. To overcome the abovementioned difficulties, effective measures have already been taken in German lessons. The German language teaching experience in ZUST suggests that application orientation in German lessons is the key to its success. In the end, further considerations for improving the program are briefly explained. [ABSTRACT FROM AUTHOR]

The present paper focuses on teacher training of German as a foreign language in China. On the background of a long historical development and the tendency to speak multiple languages at present, teaching German language is experiencing a boom in China today. At the same time the adaptation to the great need of qualified teaching staff, the improvement of teaching content and methods of learning as well as the use of modern teaching methods are important factors for sustainable development. [ABSTRACT FROM AUTHOR]