Search

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 number of people learning German is increasing in China. To guarantee the quality of German teaching, high-qualified teachers of German as a Foreign Language are needed. In order to meet the demands of teachers both in universities and middle schools, Guangdong University of Foreign Studies and Beijing International Studies University cooperate with the Goethe-Institut to set an up-to-date teacher education by curricula and contents for German teaching methodology in the Master-Programs of both universities. [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]

Institutionalized German teaching in China has a history of about 150 years which can be divided into four stages based on literature analysis. In terms of historical stages, traditional foreign language didactics and methodology are also reflected in German language teaching in China. At the same time, Chinese elements make great contributions under certain social circumstances to this teaching. As a result, German didactics and methodology in China gains typical Chinese characteristics and peculiarities. With the help of a qualitative content analysis of texts of the category So Say the Scholars of the magazine We Learn German, this article sorts out the experiences of German teaching in China and finally reveals a German didactics and methodology working out with Chinese characteristics. [ABSTRACT FROM AUTHOR]

Das Interesse an Deutsch hat in den vergangenen Jahren in vielen Regionen der Welt wieder zugenommen. Der gestiegenen Nachfrage steht dabei nicht selten ein Mangel an entsprechend qualifiziertem Lehrpersonal gegenüber. Vor diesem Hintergrund entwickelt der Deutsche Akademische Austauschdienst (DAAD) im Rahmen des Projekts Dhoch3 gemeinsam mit deutschen Universitäten Online-Studienmodule, die für den weltweiten Einsatz in der akademischen Ausbildung künftiger Deutschlehrender konzipiert sind. Der kulturspezifischen Modifizierbarkeit kommt in diesem Zusammenhang eine herausgehobene Bedeutung zu. Sie manifestiert sich bei Dhoch3 in den drei zentralen Charakteristika Komplementarität, Adaptierbarkeit und Offenheit, auf die nach einer Verortung des Projekts im Kontext des beschriebenen Trends näher eingegangen wird. Um die vor diesem Hintergrund vielfältigen Anwendungsmöglichkeiten greifbarer zu machen, wird sodann ein theoretisch fundierter Vorschlag zur Gestaltung eines Blended-Learning-Arrangements gemacht, der als eine Möglichkeit der Umsetzung unter vielen gelesen werden kann. In many regions of the world, German as a foreign language has become increasingly interesting for learners over the past couple of years. At the same time, a lack of qualified teaching personnel can be observed. Taking this into account, the German Academic Exchange Service (DAAD) is developing thematic online study units designed to enhance the qualification of German teachers at universities around the world. The project, labelled Dhoch3, was developed in close cooperation with German universities. The culture-specific adaptability is particularly important in this project. Complementarity, adaptivity and openness are the three core dimensions which will be presented in this article, following a comprehensive overview of the trend described above. To make its diverse possibilities of use more tangible, a theoretically underpinned framework for a blended learning environment will be proposed, as one out of many possibilities of use. [ABSTRACT FROM AUTHOR]