本文主要针对泰国大学汉语教师志愿者进行相关的调查和研究，通过行为事件访谈法，辅以问卷调查法，探索泰国大学优秀汉语教师志愿者和普通汉语教师志愿者所共有的基准性胜任特征，以及能区别二者工作绩效的鉴别性胜任特征。 本文参考国家汉办颁布的新《国际汉语教师标准》、前人对通用胜任力和通用胜任力模型的相关研究成果以及前人所构建的国际汉语教师志愿者胜任力模型，同时结合预访谈等方法，最终制定了《泰国大学汉语教师志愿者胜任力编码词典》，词典一共包含5个维度23项胜任特征。本研究访谈了14位汉语教师志愿者，并根据该词典对14份访谈文本进行了编码。然后使用Excel和SPSS软件对编码数据进行统计分析，并结合调查问卷的结果分析了优秀组和普通组在各项胜任特征上的具体行为表现，得出了以下研究结果： 优秀志愿者和普通志愿者所共有的基准性胜任特征有：汉语本体知识及应用能力、二语习得知识、现代教育技术的应用能力、课堂教学能力、学习者中心意识、组织策划能力、教材使用和开发能力、测试与评估能力、合作精神、责任心、性格与亲和力、人际理解能力、环境适应与心理调节能力、反思能力等14项；能区分其工作绩效的鉴别性胜任特征有：课程分析与规划能力、主动性、领导意识与能力、泰语语言能力、跨文化表达和沟通能力、成就动机等6项；两组均有所忽视的胜任特征有：中国文化知识及应用能力（中华才艺）、泰国文化知识及应用能力、课堂管理能力等3项。 据此，本文在最后对有意进入泰国大学教授汉语的志愿者和国家汉办的培训提出了自己的思考和建议。

Centered on volunteer Chinese teachers in Thai Universities, this paper employs questionnaires and Behavioral Event Interviews to explore the threshold competencies shared by excellent and ordinary volunteers, as well as distinguishing the differentiating competencies of these two groups. On the basis of the new “International standards for Chinese language teachers” issued by Hanban, the previous research findings on the general competency and its model, the constructed competency model for volunteer Chinese teachers, and preliminary interviews, I/We created the competency dictionary designed for volunteer Chinese teachers at OHEC in Thailand. In total, the dictionary encompasses 23 competencies from a 5 - dimensional perspective. In this study, 14 participants were recruited for the interview session and the competency dictionary was then deployed to code 14 transcribed interview data. Through the statistical analysis of Excel and SPSS, combined with the result of questionnaires, competencies manifested in excellent and ordinary volunteers are presented as follows: Mutual threshold competencies include: Chinese knowledge and application, knowledge in second language acquisition, modern education technology, classroom teaching, learner-centered awareness, organization and planning skills, adaptation and development of teaching materials，testing and evaluation, team spirit, responsibility, characters and affinity, interpersonal understanding, environmental adaptability and psychological adjustment, and reflective ability, etc.; the differentiating competencies are: course analysis and planning, initiative, team leadership, Thai language competence, cross-cultural communication skills, and achievement motivation. In addition, some neglected competencies shared by these two groups are also found; That is Chinese cultural knowledge (Chinese talents), Thai cultural knowledge and application (understanding Thai history, geography, politics, economics, culture and other aspects of common sense and social customs), and classroom management skills. Therefore, some thoughts and suggestions are accordingly put forward for the volunteers who are interested in Chinese language teaching in Thai universities and training programs in Hanban.