Chinese international education refers to Chinese teaching for overseas non-native speakers. The English name of the Master of Chinese International Education is "Master of Teaching Chinese to Speakers of Other Language", abbreviated as MTCSOL.

The goal of the master's degree in Chinese international education is to cultivate advanced applied and compound professionals who are qualified for teaching Chinese as a foreign language.

The course is oriented to practical application, aiming at the professional needs of international Chinese teachers, focusing on the cultivation of Chinese teaching ability, Chinese cultural communication ability and cross-cultural communication ability, forming a curriculum system with core courses as the leading factor, module expansion as the supplement and practical training as the focus.

Course types and credit allocation

1, adopting core courses, expanding courses and training courses.

(1) core courses (18 credits, including degree courses)

(2) Extended courses (8 credits, optional module)

(3) Training courses (4 credits)

6 credits for teaching practice and 2 credits for dissertations, with a total credit of not less than 38 credits.

2, degree preparation course (trial, no credits)

In order to make up for the lack of knowledge structure and practical experience of fresh graduates, before entering the core courses, we try to set up:

(1) comprehensive basic course

(2) Observation and experience of classroom teaching.

Course and credit structure

1, core course (focusing on improving students' Chinese teaching ability, cultural communication ability and cross-cultural communication ability)

(1) degree course (6 credits)

Politics (2 credits)

Foreign languages (4 credits)

(2) Core degree courses (12 credits)

Teaching Chinese as a Second Language (4 credits)

Second language acquisition (2 credits)

Case Study of Teaching Chinese as a Foreign Language (2 credits)

China Culture and Communication (2 credits)

Cross-cultural communication (2 credits)

2. Extended courses (8 credits, divided into three modules)

(1) Teaching Chinese as a Foreign Language (4 credits)

Chinese element teaching

error analysis

Comparison between Chinese and foreign languages

curriculum design

Modern language education technology

Chinese teaching materials and teaching resources

(2) China cultural communication and cross-cultural communication (2 credits)

History of Chinese thoughts

National and regional culture

Special topics on cultural exchanges between China and foreign countries

Etiquette and international relations

(3) Education and teaching management (2 credits)

Psychology of foreign language education

Special topics on foreign primary and secondary education

Teaching design and management

Special topics on international promotion of Chinese

3. Training courses (4 credits)

Teaching investigation and analysis (1 credit)

Classroom observation and practice (1 credit)

Teaching Test and Evaluation (1 credit)

China Cultural Talent and Exhibition (1 credit)

4. Teaching practice (6 credits)

5. Thesis (2 credits)

(3) Teaching methods

1, adopting the methods of team learning, case analysis, field investigation and simulation training, etc., strive for graduate students to contact with more than 100 different types of cases during the course study, and improve their teaching skills and adaptability abroad;

2.50% of the core courses are taught in foreign languages or bilinguals.

Professional practice of intransitive verbs

In order to ensure the practice effect, all training units should provide and guarantee the practice conditions, and establish a number of diverse and relatively stable practice bases at home and abroad through various means. Postgraduates should create conditions for selecting topics and completing dissertations through internship practice.

Teaching practice

1. As a volunteer to practice abroad, I am engaged in Chinese teaching and cultural communication in Confucius Institute, foreign primary and secondary schools and other institutions;

2. Teaching practice in various schools and educational institutions in China.

(B) Teaching practice management

1. Volunteers are selected by Hanban or training schools;

2. During the internship, the training school should arrange teachers for guidance, and graduate students should submit internship plans and write internship summary reports;

3. The internship unit issues evaluation opinions, and students submit internship reports.

Now it is a good choice to be a Chinese teacher at home or abroad.