First, an overview of Han Shuo Postgraduate Entrance Examination
The formal enrollment of Master of Chinese International Education began on 20 10. In 20 10, the state enrolled academic and professional masters separately, and it was at this time that Han Shuo broke away and began to enroll students separately. Some schools had this major before, but none of them were independent. Therefore, starting from 10, Han Shuo is the national unified outline, and all enrollment schools also follow the national unified proposition (individual schools do not follow the sample question). So judging from the real question of 20 10, the real questions of most schools in China are the same. In 20 10, a total of 63 colleges and universities enrolled this major, which increased to more than 80 in 20 15 and to 107 in 2015.
Second, what's the difference between teaching Chinese as a foreign language and teaching Chinese as a master of international education?
1, different training objectives?
Chinese international education and teaching Chinese as a foreign language sound similar, but Chinese international education belongs to professional master, while teaching Chinese as a foreign language belongs to academic master. Speaking of their differences, we must first understand the differences between professional degrees and academic degrees:
Professional degree is stronger than academic degree, aiming at cultivating applied senior professionals with solid theoretical foundation and suitable for practical work in specific industries or occupations.
Professional degree and academic degree are at the same level, with different training specifications and obvious differences in training objectives. The degree is set according to the discipline, oriented by academic research, emphasizing theory and research, and cultivating university teachers and researchers in scientific research institutions; Professional degree is oriented to professional practice, attaches importance to practice and application, and trains senior talents with formal and high-level training in specialty and specialized technology. The outstanding feature of professional degree education is the close combination of academics and occupations, and those who obtain professional degrees mainly do not engage in academic research.
Teaching Chinese as a foreign language is a traditional academic postgraduate education, that is, what we usually call "Master of Science" (or "Academic Master"), which pays more attention to theoretical research, focusing on Chinese itself and "What is Chinese as a foreign language, how to learn it and how to teach it", while the Master of Chinese International Education mainly focuses on practice, that is, teaching Chinese as a foreign language itself is a "professional master" (or "professional master"). Depending on the school, this major may have an internship abroad for one month or half a year. Every school has internship opportunities, at least in China. In other words, if you want to do theoretical research, lay a solid linguistic foundation and serve the teaching of Chinese as a foreign language, you can apply for the following courses: linguistics, applied linguistics (or Chinese philology); If you want to go abroad to teach Chinese as a foreign language, the latter seems more practical. So its tuition is more expensive. This is also the reason why the state does not provide scholarships.
2. Different cultivation methods
Postgraduates majoring in Chinese as a foreign language are mainly engaged in theoretical research, from study to thesis, while Chinese international education has six months to one year of overseas teaching practice according to the teaching plan, so there are more opportunities for this major to practice abroad.
3. Different cultivation years
The length of study for a master of Chinese as a foreign language is 3 years, and the length of study for a master of Chinese in international education is generally 2 years. Schools can arrange flexibly according to their own conditions, and some schools have three years.
4. Number of registered students
The number of students majoring in Chinese as a foreign language is very small, but the number of students enrolled in the Master of Chinese International Education is very large.
5. At public expense.
There are public places for teaching Chinese as a foreign language, and the master of Chinese international education is basically self-funded. However, most colleges and universities also have scholarships for special students, and now more and more schools can achieve full coverage of scholarships. Xiamen University is one of them, and special students also have scholarships. Moreover, when you volunteer abroad, Hanban will get various subsidies ~ food, accommodation, car subsidies, medical subsidies ... all kinds of ... good treatment, and wages.
It should be pointed out that the full-time master of Chinese international education is a dual certificate, with both a degree certificate and a diploma, and can also take exams.
Thirdly, why is teaching Chinese as a foreign language not simply equal to "foreign language+Chinese"?
Teaching Chinese as a foreign language is an independent subject with its own characteristics. Its full name is teaching Chinese as a foreign language, that is, teaching Chinese to foreigners. Because the teaching target is foreigners, teachers inevitably need to use foreign languages, that is, students' mother tongue, to explain some Chinese problems in the teaching process. It can be said that foreign language is an important tool often used in teaching Chinese as a foreign language.
The major of "Chinese" offered by general universities is "China Language and Literature, which is studied by China Linguistics or Chinese Department". Chinese teaching mainly refers to Chinese teaching in primary schools, middle schools and universities, aiming at helping China people whose mother tongue is Chinese to use Chinese and Chinese characters well. The purpose of teaching Chinese as a foreign language is to teach foreign students who have no Chinese foundation to learn to speak and communicate in Chinese.
Why do people have such misunderstandings about the major of teaching Chinese as a foreign language? On the one hand, this major requires a thorough study of foreign languages and Chinese, and the curriculum is similar to "Foreign Language Department+Chinese Department". On the other hand, because it has not established its own mature subject system, it relies more on the inherent subject content of foreign languages and China language and literature.
In fact, teaching Chinese as a foreign language is also very close to pedagogy and psychology. Besides Chinese and foreign languages, we should also pay attention to teaching methods, Chinese textbooks and other "teaching" contents; On the other hand, we should also pay attention to the foreign students' language learning process, the problems encountered in language learning, the laws and methods of language learning and other "learning" contents. But so far, the research on these two aspects is not sufficient, and its own discipline system has not been well established.
Finally, how to choose these two majors. ?
1, see if you want to be admitted after one year, or you'd better try to be admitted.
Practically speaking, the Master of Chinese International Education is better than linguistics and applied linguistics (or Chinese philology). Because in general schools, the Master of Chinese International Education Examination will take Chinese as a foreign language instead of ancient Chinese, which will have some advantages for students who are teaching Chinese as a foreign language, because it will be relatively beneficial for China students if they take the ancient Chinese examination. In terms of the amount of review, ancient Chinese generally requires reading two books of Wang Li, but in fact it also requires reading three or four books, so it is the amount of review of four books. The subject of teaching Chinese as a foreign language is generally Zhao Jinming's Introduction to Teaching Chinese as a Foreign Language or Liu Xun's Introduction to Teaching Chinese as a Foreign Language (the bibliography of northern languages, even if it is not in the reference materials for postgraduate entrance examination, you'd better read it. Very practical), at most, Zhou Xiaobing's Introduction to Teaching Chinese as a Foreign Language (Sun Yat-sen University, Guangwai Examination), although it looks very thick, is only a review of a book at best. You should be able to figure out which is easier, ancient Chinese or Chinese as a foreign language. In ancient Chinese, we should read more general theories and selected works. Take Jida University as an example, we often take an examination of translation, whether it is the translation of words or paragraphs. After all, it was a long time ago, it was a historical language, and how to speak Chinese as a foreign language is also modern Chinese, so that you can understand it, hehe. Of course, if you are from China or have a good command of ancient Chinese, it is suggested that you take linguistics and applied linguistics.
2. In terms of enrollment.
Linguistics and applied linguistics (or Chinese philology) are general masters of science, and the master of Chinese international education is a professional master. In the past two years, the country has been expanding the number of professional masters, so it is relatively easy to take the master's exam. Moreover, the competition between linguistics and applied linguistics (or China philology) is quite fierce, as in any school. Take Jida as an example. The lowest score in the first year of 2009 was 330, and the lowest score in linguistics and applied linguistics was 393. Hehe, there is a big difference. In terms of the number of people, the number of masters of Chinese international education is several times that of linguistics and applied linguistics. In addition, linguistics and applied linguistics recruited 2 1 and left 5, which means that they actually recruited 16 people. The intensity of competition can be imagined. So in contrast, the competition for professional masters is not so fierce. But there are advantages and disadvantages. More people are recruited, the quality of students will naturally be high or low, and the gold content may decline. But there should not be much change in the short term, that is to say, it will not suddenly drop from a very high level to a very low quality. Besides, as long as you have strong professional qualities, you still have advantages. After all, professional masters focus on practice, and employment is relatively better. Aren't we going to graduate school just to find a good job and a relatively good job?
It depends on your own motivation to take the postgraduate entrance examination.
If you are looking for a job, you can choose the Master of Chinese International Education. If you want to do more research on Chinese, you can choose an academic master. ?
Han Shuo students can not only teach and study Chinese as a foreign language in domestic and foreign schools, but also engage in related work in news media, state organs, cultural management and enterprises and institutions.
It is understood that students majoring in Han Shuo can have the following choices after graduation:
1, engaged in teaching Chinese as a foreign language-stable job and high salary.
Nowadays, the global "Chinese fever" corresponds to the "shortage of Chinese teachers". According to the information from the China National Leading Group for International Promotion of Chinese as a Foreign Language, the number of people studying Chinese abroad has exceeded 30 million. Japan, South Korea, Thailand, the Philippines and other neighboring countries are in urgent need of Chinese teachers. Europe, North America, Australia, New Zealand and other western developed countries also have more and more people who want to learn Chinese. The upsurge of learning Chinese around the world is a rare development opportunity for professionals who teach Chinese as a foreign language. Many graduates of this major began to teach Chinese as a foreign language after obtaining master's degrees. There are also a large number of students who engage in teaching Chinese as a foreign language or other related professional education abroad after obtaining master's or doctoral degrees abroad.
2. Engaging in foreign exchange-taking beijing language and culture university as an example.
In recent years, many graduates majoring in Chinese as a foreign language have entered the Ministry of Foreign Affairs, the Ministry of Commerce and the Ministry of Culture to engage in international exchanges and cooperation. Some graduates become employees of foreign-funded enterprises and engage in secretarial translation. The rest are engaged in news editing, translation and literary creation in news media, publishing units and cultural management departments.
3. Studying abroad-language advantage
Students majoring in Chinese as a foreign language are proficient in English and have language advantages when going abroad for further study. Studying abroad, on the one hand, can directly understand the needs and present situation of teaching Chinese as a foreign language, on the other hand, can deeply understand foreign cultures, which is of great benefit to future development.
4. Studying for a PhD or staying in school-pursuing a higher education or a stable job.
The major of teaching Chinese as a foreign language requires students to have a solid knowledge of Chinese philology, understand the history, geography and culture of China, and become a professional sage. Therefore, students in this major are more free in the choice of doctoral majors, have advantages in foreign languages and have relatively broad prospects.
Luoyang taiji education, I hope I can help you ~