Introduced the early exchanges and cooperation between New China and Eastern European countries in the field of education, especially the exchange student agreements signed between China and five countries including Poland, Czechoslovakia, Hungary, Romania, and Bulgaria. The "Tsinghua University Eastern European Exchange Student Chinese Language Specialized Course" established in 1950 was the starting point for cultivating international exchange talents in New China. Later, it was transferred to Peking University and renamed. The Eastern European exchange students who came to China during this period were represented by Romanian students, who were mostly high school graduates around the age of 20 with similar knowledge backgrounds and Chinese language foundations, becoming typical cases for examining the teaching situation during this period. The article analyzes the characteristics and effects of international exchange talent cultivation during this period from the perspective of learners.

1. Study background of Romanian exchange students

Explored the background of educational exchanges between China and Romania in the 1950s. In terms of internal background, the selection of the first batch of Romanian exchange students is strict, requiring a high school diploma or above, proficiency in Russian or English, and mostly being members of the Communist Youth League from working-class and cadre families, reflecting political and background standards. Personal wishes are also taken into consideration, such as Sanana being reassigned to China. In terms of external background, Tsinghua University has established specialized courses, with Zhou Peiyuan as the class teacher and Deng Yi in charge of teaching, emphasizing the cultural level, pronunciation standards, foreign language proficiency, and work attitude of the faculty. Teaching starts from scratch, lacks textbooks, and adopts methods such as on-site teaching and teachers listening to each other to improve teaching level. The class size is flexible, but the teacher-student relationship is harmonious. Teachers are enthusiastic and proactive, and students feel a sense of mission. Both parties have established a good teacher-student relationship. These backgrounds laid the foundation for Romanian exchange students to study in China.

The learning process of Romanian exchange students

In depth exploration of the learning process of Romanian exchange students in China during the early period of the People's Republic of China. The teachers have demonstrated a high level of work enthusiasm and professionalism, despite facing the challenge of insufficient teaching experience, by continuously learning and adjusting teaching methods, such as adjusting strategies in Chinese character teaching in a timely manner to meet the needs of students. The management strategy of the specialized course is also advancing through exploration, by collecting student opinions and holding discussion meetings to solve disciplinary issues. Romanian exchange students have shown a good cooperative attitude towards this. The learning status of students is strongly influenced by their learning motivation. They realize the importance of mastering Chinese and understanding Chinese culture, so they study very hard, even using toilet lights to study after turning off the lights. The enthusiasm for learning among Romanian exchange students is particularly outstanding, as they make full use of their teachers' tutoring time and demonstrate a high level of learning motivation. These factors collectively contribute to the good learning outcomes of Romanian exchange students in China.

The learning outcomes of Romanian exchange students

Explored the learning outcomes of Romanian exchange students in China during early education exchanges between New China and Eastern European countries. The learning effect can be divided into two aspects: immediate and long-term. The effectiveness of instant learning is reflected in the achievement of teaching objectives and student performance, such as the teaching plan of the Chinese Language Specialized Course for Eastern European Exchange Students at Tsinghua University in 1951, as well as the achievements of Romanian students in phonetics, Chinese character learning, oral expression, and other aspects. The long-term learning effect focuses on students' subsequent professional learning and career development, such as Romanian exchange students entering different universities after completing their Chinese preparatory studies and achieving significant achievements in fields such as diplomacy and academia. In addition, the evaluation of exchange students' study abroad experience in China also reflects the effectiveness of teaching. Their profound understanding of China and Chinese language foundation are prerequisites for achieving success. At the same time, their positive evaluation also indicates that the teaching has achieved cultural, ideological, and emotional exchange goals.

4 Conclusion

Summarized the background, process, and effects of the first batch of Romanian exchange students learning Chinese in China. Analyzed the positive impact of ideological consistency between teachers and students on teaching, as well as the importance of consistency between teachers and students in teaching objectives for improving teaching effectiveness. It pointed out the characteristics of Chinese language teaching at that time, namely the pursuit of perfection in various skills such as listening, speaking, reading, writing, and translation, in order to meet the demand for talents in national communication. Despite limited teaching conditions, significant teaching results have been achieved, laying the foundation for cultivating international exchange talents in New China.