随着中美交流的深入，美国汉语教学迅速发展，对国际汉语教师的需求也不断增加。美国南圣塔菲学区中文项目成立于2008年，近几年呈现蓬勃发展的态势，存在较大的汉语教师师资需求，国家汉办派出的汉语教师志愿者是学区师资力量的主要组成部分。为了了解该学区对汉语教师志愿者专业素养的需求，从而针对性地选拔和培养汉语教师志愿者，提高该学区汉语教师师资质量，本研究采用文献研究、问卷调查和数据分析的方法，对该学区汉语教师志愿者的教学情况及专业素养进行调查和分析。

本文共分为五个部分：第一部分为绪论，对“专业素养”、“汉语教师志愿者专业素养”等核心概念进行了界定，构建了汉语教师志愿者专业素养的框架，并对国际汉语教师素养方面的研究进行了综述；第二部分对研究目标、研究方法和问卷设计构想及内容进行了详细地说明；第三部分是对南圣塔菲学区汉语教学情况的调查结果进行分析，南圣塔菲学区汉语教师的教学对象以零基础的学生为主，授课方式以独立授课为主，面对的困难主要是难以进行课堂管理和与学生沟通交流存在障碍。第四部分是对南圣塔菲学区汉语教师志愿者专业素养需求的调查结果进行分析，通过调查分析，笔者发现学区汉语教师需重点具备的专业素养是汉语课堂管理能力、外语技能、海外环境适应能力和独立生活技能、专业态度和志愿者精神。第五部分是对如何提高汉语教师志愿者的专业素养提出的建议。根据调查结果和文献研究，笔者从三个方面提出建议：第一，汉语教师志愿者应该夯实专业基础，提高反思意识，增强外语能力和科研能力，了解岗位需求，切实提高岗位所需的专业素养。第二，高校在汉语教师志愿者培养方面应该分清主次，按需培养，增加汉语课堂管理能力、文化教学与传播和外语课程所占的比重，加强面向国外中小学汉语学习者的国际汉语教师师资培养模式的建设。第三，国家汉办在汉语教师志愿者选拔和培训方面，应该重视国别化和区域化的汉语教师师资需求差异，更加明确海外具体教学岗位对汉语教师志愿者专业素养的需求；在选拔考试中注重对心理素质、课堂管理能力、跨文化交际能力、专业态度、志愿者精神和外语口语表达能力的考核；在汉语教师志愿者培训上进行分类培训以提高培训的针对性，调整培训方式以增强培训的实践性，优化课程设置以增强培训的实用性。

With the deepening of communication between China and the United States, Chinese language teaching in the United States has developed rapidly, and the demand for Chinese teachers is also increasing.The Chinese project of the Santa Fe South Schools in the United States was established in 2008. In recent years, there has been a vigorous development trend, and there is a large demand for Chinese teachers. The Chinese volunteer teachers sent by Hanban are the main components of the schools’ teaching force. In order to understand the needs of the schools for the professional qualities of Chinese volunteer teachers, so as to select and train Chinese volunteer teachers in a targeted manner and improve the quality of Chinese teachers in the schools. This study adopts the methods of literature research, questionnaire survey and data analysis to investigate and analyze the teaching situation and professional literacy of Chinese teacher volunteers in this school district.

This article is divided into five sections: The first section is the introduction, which defines the core concepts such as "professional Literacy" and "Chinese Volunteer Teachers’ Professional Literacy",constructs the framework of professional literacy of Chinese volunteer teachers, and summarizes the research on Chinese Volunteer Teachers professional literacy. In the second section, the research objectives, research methods, design conception and content of the questionnaire are explained in detail. The third section is the analysis of the investigation results of Chinese teaching situation in Santa Fe South Schools. The teaching objects of Chinese teachers in  Santa Fe South Schools are mainly zero-based students, and the teaching mode is mainly independent. The mainly difficulties they face are difficulties in classroom management and communication with students. The fourth section is the investigation and analysis of Chinese volunteer teachers professional demand in Santa Fe South Schools. Through the investigation and analysis, the author found that the professional literacy that the Chinese teachers need to focus on is Chinese classroom management ability, foreign language skills, overseas environmental adaptability and independent living skills, professional attitude and the volunteer spirit. The fifth section is the suggestions on how to improve the professional literacy of Chinese volunteer teachers. According to the survey results and literature research, the author puts forward suggestions from three aspects: Firstly, Chinese volunteer teachers should consolidate their professional foundation, improve their reflective consciousness, enhance their foreign language ability and scientific research ability, understand the job needs, and effectively improve the professional literacy required by the job. Secondly, colleges and universities should prioritize the training of Chinese volunteer teachers, increase the proportion of Chinese classroom management ability, cultural teaching and communication and foreign language courses, and strengthen the construction of international Chinese teachers' training mode for foreign primary and secondary school Chinese learners. Thirdly, in terms of the selection and training of Chinese volunteer teachers, Hanban should pay attention to the differences in the needs of Chinese teachers from different countries and regions, and make the requirement of professional literacy of Chinese volunteer teachers in specific overseas teaching posts more clear. In the selection examination, attention should be paid to the assessment of psychological quality, classroom management ability, intercultural communication ability, professional attitude, volunteer spirit and foreign language oral expression ability.