1, and the culture objectives are different.
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. primary
The outstanding feature of degree education is the close combination of academics and majors, 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 all have tutors, and some schools arrange tutors for students according to different schools, but most of them have no tutors. Teaching Chinese as a foreign language focuses on theoretical study and diversified practice methods; However, according to the teaching plan, Chinese international education has six months to one year of teaching practice abroad, and there are many internship opportunities for this major.
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. The number of students enrolled is different
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 at his own expense. However, most colleges and universities also have scholarships for special students. If you volunteer abroad, Hanban will have various subsidies and salaries. 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.
6. Misunderstanding of TCFL major.
Let's talk about why the major of Chinese as a foreign language is 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.
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.