Building a Diversified Teaching Response Tokens System: Exploring the Path to Promote High-Quality Development of International Chinese Language Education

在国际中文教育中，教师的反馈语构成了课堂教学不可或缺的有机组成部分，兼具激活多维互动与优化教学进程的媒介功能。本文基于对国际中文教学中不同等级与课型课堂的深入观摩与实证研究，聚焦教学反馈语中普遍存在的同质化现象，梳理了教学反馈语具有形式单一、词句重复、预设不足等突出特征。同时结合对国际中文教育高质量发展的展望，探讨如何构建多元创新、动态丰富、目标导向的课堂教学反馈语体系，以期助推国际中文教育实践的持续创新与优化。In international Chinese language education, teachers’ response tokens constitute an indispensable organic component of classroom teaching, and has the medium function of activating multi-dimensional interaction and optimizing the teaching process. Based on in-depth observation and empirical research on classrooms of different levels and types in international Chinese language teaching, this paper focuses on the common homogenization phenomenon in teaching response tokens statements and sorts out the prominent characteristics of teaching response tokens statements such as single form, repeated words and sentences, and insufficient presupposition. Meanwhile, combined with the outlook on the high-quality development of international Chinese language education, this paper explores how to construct a diverse, innovative, dynamic and rich, and goal-oriented classroom teaching response tokens system, with the aim of promoting the continuous innovation and optimization of international Chinese language education practices.