海外汉语学习者低龄化的趋势是近年来学者们广泛关注的现象。

本研究立足于5位赴英志愿者教师一年期的幼儿汉语教学实践经历，通过多轮深度访谈和案例叙事分析的形式，对英国7处幼儿汉语教学实践点及5位赴任教师的相关教学要素情况进行全方位的考察，范围涵盖教学课程目标、教学内容安排、教学方法应用、幼儿活动实践、教学课堂管理、幼儿教师心理等多个教学方面。文章先以教学条件、教学理解、教学实施和教学障碍为主要维度对从上述教学方面搜集来的问题案例进行分类，然后分析和总结海外幼儿汉语教学存续的问题和学科设立的困难。最后，针对现阶段海外幼儿汉语教学障碍形成的原因及海外幼儿汉语的教学目标、学科定位和学科归属提出了自己的思考。

通过研究我们发现，海外幼儿汉语虽然发展迅速但存在师资力量较为薄弱的困难，且学科定性模糊，也没有很好的教学大纲建设。志愿者教师往往需要独立承担课程建设与教学设计，教学条件不足。

其次，海外幼儿汉语在教学实施的过程中存在诸多障碍。海外幼儿汉语教师对于教学对象特性把握不明，在教学内容的选择和课堂秩序的管理上存在障碍。同时，海外幼儿汉语教学资源的欠缺也在某种程度上影响了障碍的解决。

最后，志愿者教师对于幼儿汉语教学学科理解不足。幼儿汉语教学区别于其他学段的教学，有其特定的教学特点和教学目标，幼儿汉语教学的学科定位受教学对象群体心理的特质影响。

针对以上发现，本文给出的解决方案如下：

（1）从师资培养出发，完善赴任教师岗前培训课程体系。改善志愿者教师知识与能力结构。培养教师独立设计课程体系的能力，训练教师在幼儿课堂中沟通交流的技巧，同时传授其幼儿课堂中行之有效的课堂管理方法。

（2）从外部支持出发，建立海外汉语教学资源库。从教学实践点、教师个人以及派遣单位三个方面入手，建立并完善学生汉语档案，留存赴任教师的教学实录与教学反思，同时建立区域内的汉语实物资源周转站。

（3）从学科建设出发，规范幼儿汉语教学大纲，汲取关联学科理论知识，充实本学科理论体系。转变幼儿汉语教学观念，拓展研究阵地。

The trend of younger overseas Chinese language learners is a phenomenon that has received widespread attention from scholars in recent years.

Based on the one-year experience of teaching Chinese to young children by five volunteer teachers in the UK, this study conducted a comprehensive investigation of seven early childhood Chinese teaching practice sites in the UK and the relevant teaching elements of the five teachers through multiple rounds of in-depth interviews and case narrative analysis. The scope of the study covers various aspects of teaching, including curriculum objectives, teaching content arrangement, teaching methods application, children's activities practice, teaching classroom management, and teachers' psychology. The article first classifies the problematic cases collected from the above-mentioned teaching aspects with the main dimensions of teaching conditions, teaching understanding and teaching implementation, and then analyzes and summarizes the problems and teaching obstacles of teaching Chinese to young children overseas. Finally, we put forward our thoughts on the causes of the barriers to teaching Chinese to young children overseas and the teaching objectives, subject positioning and subject affiliation of Chinese for young children overseas.

Through our research, we found that although overseas Chinese for young children is developing rapidly, there are difficulties in the weakness of teachers, and the discipline is vaguely characterized, and there is no good syllabus construction. Volunteer teachers often need to independently undertake curriculum construction and teaching design, and teaching conditions are insufficient.

Second, there are many obstacles in the implementation of teaching Chinese to young children overseas. Overseas teachers of early childhood Chinese are not sure about the characteristics of teaching objects, and there are obstacles in the selection of teaching contents and the management of classroom order. At the same time, the lack of resources for teaching Chinese to young children overseas also affects the solution of the obstacles to some extent.

Third, the volunteer teachers' understanding of the subject of teaching Chinese to young children is insufficient. The teaching of Chinese as a foreign language differs from that of other school levels in that it has its own specific teaching characteristics and goals. The special psychological characteristics of young children as a teaching object affect the disciplinary orientation of Chinese teaching for young children.

In response to the above findings, the solutions given in this paper are as follows:

(1) Improve the pre-service training curriculum system for incoming teachers from the perspective of teacher training. Improve the knowledge and ability structure of volunteer teachers. They should be trained to design the curriculum independently, to communicate in the early childhood classroom, and to teach them effective classroom management methods in the early childhood classroom.

(2) Establish a resource base for overseas Chinese language teaching from external support. Starting from three aspects: teaching practice sites, individual teachers and dispatching units, we will establish and improve students' Chinese language files, keep the teaching records and teaching reflections of teachers who have gone to work there, and also establish a turnaround station of physical Chinese language resources in the region.

(3) From the perspective of discipline construction, we will standardize the syllabus for teaching Chinese as a foreign language, draw on the theoretical knowledge of related disciplines, and enrich the theoretical system of this discipline. We will change the concept of teaching Chinese to young children and expand our research base.