Confucius Institutes have blossomed everywhere, and the rumor of "Chinese fever" has been going on for many years, and the news of "a big gap in Chinese teachers" is not uncommon. Then why did the major of Chinese international education, which aims at teaching foreigners Chinese, become Tiankeng major? Let's write about the pit of "Chinese international education major" in my eyes first.
1, weak professional barriers. The teacher always said, "Others have a misunderstanding about our major, thinking that a China person can teach Chinese." Is this sentence correct? Yeah, it's not right either. It is true that teaching Chinese doesn't have to come from China, but most China people with higher education can become excellent Chinese teachers after several months of training. This is why Hanban recruits volunteer Chinese teachers from college students and graduate students every year, without professional restrictions. After nearly two months of training, these selected volunteers can basically become qualified Chinese teachers. Ben Shuo, a Chinese teacher in a provincial comprehensive university, is an Arabic major, but this does not prevent her from being a Chinese teacher that students like, nor does it mean that her teaching level is low. When interviewing Chinese teachers, some minority language graduates often have an advantage over graduates majoring in Chinese international education. For example, when the teaching object is Japanese, Japanese majors have more advantages.
2. The division of professional categories is not conducive to employment. The undergraduate major of Chinese international education belongs to the major of Chinese language and literature, and the graduate students are divided into the major of education. The problem brought by this division is that the establishment of civil servants and examination teachers will be limited. There are fewer civil servants who can apply for the exam; There are two problems in the preparation of examination teachers. One is that the major of Chinese international education is language teaching, and the teaching methods and theories are similar to those of English teaching, but the graduates of this major can only take the test of Chinese teachers.
3. Problems of professional curriculum and training methods. The course of Chinese international education integrates linguistics, Chinese language and literature and pedagogy. Although it is a very practical subject, the practical opportunities for undergraduates and even graduate students in second-and third-tier cities may be limited to helping teachers with a few classes, or taking the test of volunteer teachers of Confucius Institute during their study (not everyone has passed the test, but if they pass the test, they will also face the problem of returning to China to graduate. You can also take the exam in the last year of graduation, but the Confucius Institute has tenure, and the time spent teaching abroad is not counted as seniority, and you don't pay five insurances and one gold. )。 Some college teachers who teach students majoring in Chinese international education may only have experience in teaching foreign students in domestic or foreign universities, but they don't really understand the employment direction of ordinary graduate students and undergraduates. For example, a teacher once said that "the game teaching method is a very rubbish teaching method". Of course he can say so, because he hasn't taught primary and secondary schools for a day.
4. The problem of counterpart work. The counterpart work of Chinese international education major is mostly abroad, and mostly concentrated in Southeast Asia. If you want to teach Chinese abroad, you have to face not only linguistic and cultural problems, but also the problem of teaching abroad. Domestic counterpart work is mainly concentrated in universities and international schools, both of which have high thresholds. There are also Chinese training institutions in first-tier cities.
The major of Chinese education in first-tier universities in first-tier cities may be ok, but the major of Chinese international education in general universities in second-and third-tier cities is indeed a sinkhole.