1 Introduction

This section introduces the current status of the global dissemination of Chinese and the development of international Chinese education. It emphasizes the importance of intercultural communication competence in language learning and points out the key role of teachers in cultivating learners' intercultural communication skills. The release of the "Professional Competency Standards for International Chinese Teachers" and its regulation of teachers' professional skills are also mentioned. Finally, it highlights the current shortcomings in research on intercultural communication competence among international Chinese teachers, leading to the necessity of this study to explore the core components of intercultural communication competence, construct a theoretical framework, and develop practical guidelines.

2 Review of Intercultural Communication Competence Concepts and Models

This section provides an in-depth review of the concepts and models of intercultural communication competence. First, it organizes various scholars' definitions and connotations of intercultural communication competence, from Gao Yihong's basic functional theory, to Song Li's effective dialogue theory, to Zhang Weidong and Yang Li's practical operational theory, as well as Hu Wenzhong's dual framework, Yang Ying and Zhuang Enping's four major competency system framework, Zhang Hongling's three-level goal model, etc. It also mentions specialized research on intercultural communication competence for international Chinese teachers, such as the perspectives of Peng Jun, Zu Xiaomei, and others, as well as the detailed indicators in the "Certification Standards." Next, it focuses on introducing Diederik's Pyramid Model of Intercultural Competence, explaining its three-dimensional structure based on knowledge, skills, and attitudes, the levels of internal and external effects, and its interpretation of the dynamic development process of intercultural communication competence. Finally, it points out that although there is a mature theoretical system, existing models are mostly general-purpose and insufficiently consider the diverse roles of international Chinese teachers, lack elaboration on cultural adaptation, and have unclear descriptions of the dynamic development process. Therefore, constructing an intercultural communication competence model suitable for international Chinese teachers is highly necessary.

3 Constructing an Intercultural Communication Competence Model for International Chinese Teachers

This chapter delves into the construction of intercultural communication competence for international Chinese teachers. First, it defines the concept of intercultural communication competence, emphasizing that it is a comprehensive quality based on a deep understanding and respect for both Chinese culture and the diversity of world cultures. It encompasses cultural knowledge, communication skills, positive attitudes, and strategic techniques, aiming to effectively handle cultural differences and cultivate learners' intercultural communication competence. Next, the article details the analysis of the intercultural communication competence model for international Chinese teachers. This model draws on research findings such as Diederik's Pyramid Model and combines the practical needs of international Chinese education, consisting of four core modules: cultural cognition and exploration ability, cultural sensitivity and adaptation ability, intercultural communication practice ability, and intercultural teaching ability. Cultural cognition and exploration ability require teachers to deeply understand both Chinese culture and the culture of the teaching region, as well as possess the ability for continuous learning and exploration of new cultural knowledge. Cultural sensitivity and adaptation ability are reflected in teachers' keen awareness of cultural differences and their flexibility in adjusting their behavior to adapt to different cultural contexts. Intercultural communication practice ability enables teachers to use appropriate verbal and non-verbal means to achieve effective communication in intercultural situations. Intercultural teaching ability involves teachers integrating intercultural knowledge and strategies into the language teaching process and designing and implementing effective intercultural teaching activities. These four core competency modules are interconnected and mutually reinforcing, collectively forming a complete system of intercultural communication competence.

4 Conclusion and Outlook

This study constructs an intercultural communication competence model for international Chinese teachers, encompassing four major modules, aligning with the "Standards," and considering the characteristics of the digital age. The model is targeted and practical but has limitations, such as a lack of empirical data and unclear interaction mechanisms among modules. Future research should strengthen empirical investigations, explore module interactions, improve assessment methods, and promote the development of international Chinese education.