The main purpose of setting up the Master of Chinese International Education is to improve the international promotion ability of Chinese in China, speed up the internationalization of Chinese, reform and improve the training system of teaching Chinese as a foreign language, and train advanced, applied and compound professionals engaged in teaching Chinese as a second language/foreign language and spreading Chinese culture at home and abroad to adapt to the new situation of international promotion of Chinese.
1.MTCSOL generation
In recent years, the international promotion of Chinese has gradually become an enviable profession. According to statistics, a series of measures to promote Chinese internationally have attracted attention, such as the establishment of 108 Confucius Institute, the implementation of the international volunteer program for Chinese teachers, and the successful holding of the first World Chinese Conference. However, teaching Chinese as a foreign language has long been limited to the cultivation of professionals, and its academic and systematic nature is difficult to adapt to the international teaching model and social work. Therefore, MTC SOL, a master of related majors who pays attention to the cultivation of practical teaching ability, came into being.
In June, 2006 and June, 2007, the State Council Academic Degrees Committee Office held two "Demonstration Classes for Master Degree in Chinese International Education" in Beijing and Shanghai. June, 5438+October, 2007 10, at the 23rd meeting of the State Council Academic Degrees Committee, a master's degree in Chinese international education was established. Professionals believe that this marks that the major of teaching Chinese as a foreign language has become an independent discipline.
In May, 2007, the the State Council Academic Degrees Committee Office approved 24 postgraduate training institutions, including Peking University, beijing language and culture university, Fudan University, Nankai University, Wuhan University, Zhejiang University and Jinan University, to carry out the pilot work of master's degree education in Chinese international education. Subsequently, an international seminar on Chinese teaching and teacher training was held in Shanghai, and 48 teachers from 24 pilot training institutions participated in the training.
On June 28th, 2007 10, the national entrance examination (GCT) for in-service postgraduate students was held. A total of 17 15 people registered for GCT, and the actual number of people who took the test was 14 18. The National Education Steering Committee for Master of Chinese International Education suggested that the minimum score of GCT for postgraduates majoring in Chinese International Education in 2007 should be 208, and the retest ratio should not be less than 1.2: 1. China volunteers who are non-English foreign language majors and have made outstanding contributions in foreign countries (candidates who hold the honorary certificate of China volunteers as outstanding international Chinese teachers issued by Hanban) should have a minimum score of 200. On June 5438+ 10, 2008, all the enrollment institutions published the Work Plan for Re-examination Admission of Postgraduates of Master Degree in Chinese International Education in 2007 on the school website, and then completed the re-examination admission.
2007 is the first year of China MTCSOL entrance examination. In February 2008, the first batch of MTCSOL successfully enrolled students; Three years later, they will be the first batch of "Master of Chinese International Education" in China.
Second, the enrollment situation of MTCSOL
Any major can apply for MTCSOL, the key is whether it is suitable for teaching Chinese as a foreign language.
In 2007, the application requirements of MTCSOL are: graduated from a university (usually a bachelor's degree), worked for two years, loved the international promotion of Chinese, had a high level of foreign languages, and had standard Mandarin, and was engaged in teaching Chinese as a foreign language or interested in the international promotion of Chinese; Or graduated from university, engaged in volunteer service of Chinese teaching abroad 1 year, and obtained the honorary certificate of China volunteers as international Chinese teachers issued by the International Office of China Language and Literature Committee (formerly the Office of the National Leading Group for Teaching Chinese as a Foreign Language).
MTCSOL focuses on recruiting teachers from all kinds of schools, in-service graduates majoring in foreign languages, and volunteers for returning international Chinese teachers. In this regard, Peking University's MTCSOL Admissions Counselor stressed: "Although candidates who have had experience in teaching Chinese as a foreign language may have an advantage in the competition, graduates of any major can apply for MTCSOL. The key is whether you are suitable for teaching Chinese as a foreign language. "
In the enrollment of MTCSOL, the enrollment ratio of foreign language graduates is generally not less than 20% of the enrollment quota of our school. Through the analysis of the enrollment of 24 pilot colleges in 2007, it can be seen that minority language candidates will have many opportunities in the MTCSOL exam.
There are statistics of enrollment in 2008 in 24 pilot colleges, but the number of words is limited and only two can be issued.
It is reported that the enrollment situation of MTCSOL in 2008 should be similar to that in 2007, but there may be some changes in details. The specific changes need to be based on the new enrollment brochures issued by schools in July 2008.
Third, MTCSOL examination and training
The entrance examination of MTCSOL takes the form of national unified examination or joint examination, written examination and interview.
According to the teacher of the Secretariat of the Education Steering Committee of the National Master of Chinese International Education, the MTCSOL exam, like the unified master's degree, is divided into initial test and retest. In 2007, there were three subjects in the initial test of MTCSOL, namely, political theory, postgraduate entrance examination (called "GCT" in English) and professional knowledge and skills.
Among them, the GCT exam is a national joint exam, and the candidates choose the foreign language of the GCT exam, and the GCT scores obtained are valid that year. GCT paper consists of four parts: language expression ability test, basic mathematics ability test, logical reasoning ability test and foreign language (English, Russian, German, Japanese) application ability test. The full mark of GCT paper is 400, each part accounts for 100, and the examination time is 3 hours. The GCT exam is usually held in the third week of June every year, 10, and the registration time is usually from June to August every year. The results are generally announced on 1 month of the following year.
In addition, the examination of political theory, professional knowledge and skills will be organized separately by the enrollment unit, and the time will be arranged by each school. It is reported that the professional knowledge and skills of Peking University's 2007 MTCSOL entrance examination are relatively routine, including filling in the blanks, short answers and discussions. Compared with the general entrance examination for graduate students majoring in Chinese as a foreign language, the written examination of professional knowledge and skills of MTCSOL is slightly less difficult. According to the teacher of the Secretariat of the National Master of Chinese International Education Steering Committee, the test questions and contents in 2008 will be based on the test questions in 2007, and there will be no big changes.
MTCSOL takes the form of difference re-examination, and each school makes its own proposition. The re-examination content includes political theory and professional knowledge and skills. Among them, the professional knowledge and skills examination adopts two ways: written examination and interview. The examination content includes professional knowledge, professional skills, Putonghua ability and foreign language ability. Among them, professional knowledge written test, professional skills, Putonghua ability and foreign language ability interview.
In addition, candidates who have reached the minimum score of the second interview for the first time can apply for adjustment because of the enrollment quota limit of colleges and universities.
Different from graduate students majoring in Chinese as a foreign language, MTCSOL has more distinctive features in extroversion, application, interdisciplinary and cross-culture.
It is reported that the training goal of MTCSOL is advanced, practical and compound talents who are suitable for the international promotion of Chinese and can be competent for the task of Chinese teaching. It is different from the existing graduate students majoring in Chinese as a foreign language in entrance examination, training scheme, training requirements, curriculum setting and degree awarding, and has more distinctive characteristics in extroversion, application, interdisciplinary and cross-culture. These characteristics can be seen from the teaching and training mode of MTCSOL.
MTCSOL teaching focuses on cultivating students' Chinese teaching skills, as well as foreign language ability and cultural communication ability. The training mode of MTCSOL is a combination of classroom teaching and teaching practice at home and abroad. The dissertation of MTCSOL is required to be closely integrated with the international education or promotion of Chinese, and the thesis types are divided into theoretical research, investigation and analysis report, case analysis, graduation design and other forms.
After MTCSOL has passed the course examination and teaching practice, and passed the thesis defense, it can be awarded a master's degree in Chinese international education. The teacher of the Secretariat of the National Master of Chinese International Education Education Steering Committee said: "MTCSOL, like MBA and MPA, is an on-the-job degree. After reading it, I only have a degree, but I have no education. This was the case in 2007. 2008 is hard to say. It is possible that some schools will have degrees and qualifications in this major, which requires waiting for the enrollment brochure in 2008. "
According to the industry forecast, MTCSOL graduates will get positions in teaching Chinese as a foreign language in some educational and training institutions, and may also work overseas. For candidates who have been teaching Chinese as a foreign language, MTCSOL is a professional and systematic vocational training opportunity. For those who want to enter the field of teaching Chinese as a foreign language, MTCSOL is undoubtedly a career springboard.
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