Teacher Role Transformation in Technology-Enhanced Chinese Language Education: A Study on Adaptation

This study examines the evolving roles and necessary adaptations of teachers in the field of Chinese language education within a technology-enhanced landscape. The deep integration of information technology into education, emblematic of our current era, serves as a primary catalyst for innovation and development in pedagogical models. For international Chinese language education, this transformation facilitates the optimized allocation of teaching resources, the creation of novel instructional approaches, and significant advancements in educational technology. Consequently, the traditional role of the Chinese language teacher is undergoing an inevitable and profound shift. The research begins by establishing a theoretical framework, analyzing the distinctions between conventional and contemporary teacher roles. It then reviews existing scholarship, both domestic and international, concerning teacher role transformation in technology-rich educational environments. Subsequently, the study addresses the specific context of Chinese language education. It outlines the current applications of enhancing technologies within this field and discusses the concomitant changes and challenges they present. Building upon this foundation, the study delves into the specific dimensions of role transformation for Chinese language educators within technology-enhanced environments. This shift necessitates a move from being mere knowledge transmitters to facilitators of learning, and from classroom managers to collaborative learning partners. Correspondingly, the research proposes adaptive strategies teachers should employ, such as cultivating digital literacy, embracing updated pedagogical philosophies, and mastering new instructional competencies. This research underscores the necessity and significance of teacher role transformation in technology-enhanced Chinese language education. It further clarifies the essential competencies and qualities required for educators to successfully navigate this change. The findings not only contribute to fostering innovation and development in the field but also offer valuable insights for teachers seeking to enhance their professional expertise and adaptability in the new educational landscape.