(050 120)
I. Training objectives
Cultivate professional knowledge with a solid theoretical foundation and system of teaching Chinese as a foreign language, understand the history and present situation of this subject, master the academic development direction and latest academic achievements of this subject, have certain theoretical research and application ability of teaching Chinese as a foreign language and strong foreign language communication ability, and have high-level, applied and compound talents engaged in teaching and scientific research as a foreign language and international communication ability.
Second, the research direction
1. Study on Chinese as a Foreign Language Ontology
2. Theory and practice of teaching Chinese as a foreign language.
3. Second language acquisition
4. Comparison of Chinese and foreign languages and teaching Chinese as a foreign language
5. Teaching Chinese as a Foreign Language and Cross-cultural Communication
Third, the length of study.
The flexible academic system is implemented, with a study period of 2-3 years and a basic study period of 3 years. During the study period, I have published more than three academic papers related to master's degree theses in journals at or above the provincial level (including three papers, of which at least 1 is the source publication of CSSCI retrieval), and can apply for early graduation after being examined and approved by the master's degree guidance group.
Four, graduation credits and degree granting
The total credit is not less than 30 credits, of which the course study is not less than 27 credits. Those who have completed the required credits and passed the graduation thesis defense will be awarded the Master of Arts degree.
Verb (abbreviation of verb) training method
1. Implement the method of combining the collective training of tutor group with the tutor responsibility system. The tutor group is mainly composed of 3-5 tutors, giving full play to the advantages of collective training and expanding students' knowledge and research horizons.
2. Take the way of mutual selection between teachers and students to determine the instructor. Tutors are responsible for the whole process of postgraduate training, helping students choose and determine research topics and make study plans.
3. Master students should make personal study and research plans under the guidance of tutors at the beginning of enrollment, and submit at least one document reading report every semester according to the reading catalogue required by master students of this major.
4. According to the needs, take the form of joint training, select outstanding students to study in well-known universities at home and abroad, recognize credits, and realize open training.
5. In order to improve the quality of postgraduate training, experts inside and outside the school are hired as part-time tutors for postgraduate students in a planned way to undertake teaching tasks and offer special lectures.
Learning intransitive verbs
1. Course and credit requirements
Curriculum Design for Postgraduates Majoring in Chinese as a Foreign Language
syllabus
Category course
Coding course name begins
semantics
Time learning
Explain separately
Male * * *
Basic course10002001001Marxist Theory Spring 603 requires two courses from four courses. Students with foreign language background can apply for exemption from basic foreign language courses, but they must take basic Chinese courses.
10002000 1002-X basic foreign language spring
Autumn 804
subject
Basic Courses 200020 10200 1 Autumn Basic Course 804 for Chinese Language Majors requires at least three courses with 6 credits, including one course on research methods. Students with Chinese background can apply for exemption from basic courses for Chinese majors.
Theoretical linguistics in autumn 40 2
Theory and Practice of Teaching Chinese as a Foreign Language
Linguistic methodology
primary
Main course 200020 10300 1 Research on Teaching Chinese as a Foreign Language; You should take at least three courses with 6 credits in Spring 402.
200020 103002 TCFL Spring Phonetic Vocabulary Research 402
200020 103003 autumn Chinese grammar research 40 2
200020 103004 Special Study on China Culture in Autumn 40 2
hair
exhibit
square
towards
Professional courses 200020 10400 1 Spring 402 Second Language Acquisition Research, you need to choose at least 3 courses and 6 credits.
A Study on Grammar of Teaching Chinese as a Foreign Language
200020 104003 pragmatic rhetoric research in autumn 40 2
Discourse Analysis Research 200020 104004 Spring 40 2
200020 104005 Autumn Textbooks for Teaching Chinese as a Foreign Language 40 2
Special research on cross-cultural communication in autumn 40 2
200020 104007 Spring Chinese Character Teaching Research 40 2
Introduction to Applied Linguistics Spring 40 2
Sociolinguistics Spring 40 2
Language test research spring 402
Study on Function Words in Modern Chinese in Autumn 402
200020 1040 12 Autumn of China Literature 40 2
Public Elective Courses and interdisciplinary course 100020004026 Modern Educational Technology Spring
Autumn 40 2
100020004020 Development and Educational Psychology Spring
Autumn 40 2
need
Link to the research plan, opening report, progress report, review and defense, etc.
2. Teaching methods
The teaching method is to pay equal attention to both teaching and discussion, and select high-level papers and works in related research fields to study and discuss, so as to cultivate students' independent thinking and research ability.
3. Evaluation method
Assessment is divided into examination and assessment. Except for practical courses, which can pass the examination, all other courses are conducted through the examination. The examination is generally conducted in the form of written examination and writing course papers, of which at least one basic course is in the form of closed book.
The course assessment adopts the combination of process assessment and final assessment. We advocate the process evaluation in the form of writing literature reading reports and research reports, and the final evaluation in the form of writing course papers. For the writing specifications and specific requirements of literature reading reports, research reports and course papers, please refer to the Administrative Measures for Postgraduate Course Examinations of Northeast Normal University.
The assessment results consist of two parts: the usual grades and the final grades. The examination is evaluated according to the percentage system, and the examination is evaluated according to the qualified and unqualified. Test scores are divided into five grades: 90 points or above is excellent; 80-89 is good; 70-79 is divided into medium; 60-69 is a pass; A score below 59 is a failure.
Seven. thesis
Only after passing all the required courses can graduate students enter the thesis writing stage. Dissertations can be scientific research papers, academic summaries, investigation reports and research reports. The thesis should be completed independently under the guidance of the tutor and be innovative. The work of this paper includes the following four main links:
1. research plan
Within 3 months after admission, the master students should draw up the topic scope of the thesis under the guidance of the tutor, make their own study and research plans, and report them to the college for the record after being approved by the master students' guidance group.
2. Opening report
In principle, the opening report will be made at the end of the fourth semester, with the participation of the tutor. The time interval between the opening report and the paper exchange review is not less than 8 months.
3. Document progress report
In the process of writing a thesis, graduate students should make progress reports to their tutors regularly, and constantly improve the thesis under the guidance of the tutors.
4. thesis defense
After completing the credits in advance, with the consent of the tutor and the college, the dissertation can be defended only after passing the exam. In principle, thesis defense will be conducted at the end of the third academic year. The defense of master's thesis shall be conducted in accordance with the detailed rules for conferring degrees in Northeast Normal University.
If the thesis defense fails, the thesis should be revised and a new defense should be applied, and the interval between two defenses should not be less than half a year.
Complete all aspects of the thesis work, and record 3 credits after passing the thesis defense.
Eight. practical activity
Teaching practice activities are arranged in the first to fifth semesters. From the first semester, under the arrangement of my tutor, I participated in the teaching probation activities of the Institute of Foreign Students' Education, combining the theoretical knowledge of linguistics and second language acquisition. Teaching probation activities should listen to more than three main courses, each with no less than 4 hours, complete 1 lesson plan writing under the guidance of teachers, and participate in unified trial lectures. Students who have completed the above links can start teaching practice from the second semester. Teaching practice should be carried out under the unified arrangement of the college, focusing on one or two comments, and the teaching practice should be no less than 20 hours. After the teaching practice, write a teaching practice report of about 3500 words.
Attachment: Catalogue of Classical Literature:
I. Research on Chinese Ontology (13)
1. Chen Baoya, Linguistic Methodology of China in the 20th Century, Shandong Education Press, 1999.
2. Fu Huaiqing, Analysis and Description of Word Meaning, Language Publishing House, 1996.
3. He Ziran, Introduction to Pragmatics, Hunan Education Press, 1988.
4. Guo-Wen Huang, Summary of Discourse Analysis, Hunan Education Press, 1988.
5. Jia Yande, China Semantics, Peking University Publishing House 200 1.
6. Lin Dao and Wang Lijia, Phonetics Course, Peking University Publishing House, 1992.
7. Lu Jianming, A Course of Modern Chinese Grammar Research (Revised Edition), Peking University Publishing House, 2004.
8. Fifteen Lectures on China and China Studies, Peking University Publishing House, 2003.
9. Lv Shuxiang, Grammatical Analysis of Chinese, The Commercial Press, 1979.
10. Ma Zhen, Research Methodology of Function Words in Modern Chinese, Commercial Press, 2005.
1 1. Shao Jingmin, History of Chinese Grammar, Shanghai Education Press, 1990.
12. edited by Shenyang, Fifteen Lectures on Linguistic Common Sense, Peking University Publishing House, 2005.
Zhu, Grammar Lecture Notes, Commercial Press, 1982.
Second, the basic theory of teaching Chinese as a foreign language (5)
14. Chen Changlai, Introduction to Teaching Chinese as a Foreign Language, Fudan University Press, 2005.
15. edited by duke hakodate, theoretical research on teaching Chinese as a foreign language, Commercial Press, 2006.
16. Liu Xun, Introduction to Teaching Chinese as a Foreign Language, Beijing Language and Culture University Press, 2000.
17. Lu Bisong, Introduction to Teaching Chinese as a Foreign Language (handout), Office of the Qualification Examination Committee of Teachers of Chinese as a Foreign Language of the State Education Commission. (It is also serialized in World Chinese Teaching 1994- 1997 and can be downloaded from China academic journals. )
18. edited by Zhao Jinming, Introduction to Teaching Chinese as a Foreign Language, Commercial Press, 2004.
Third, language learning and acquisition (5)
19. Jin Honggang, Research on Language Acquisition Theory, China Social Sciences Press, 1997.
20. Wen Xiaohong, Research on the Acquisition of Chinese as a Foreign Language-Theoretical Basis and Classroom Practice, Peking University Publishing House, 2008.
2 1. Wang, editor-in-chief, A Study on the Acquisition Process of Chinese as a Second Language, Commercial Press, 2006.
22. Wu Xudong, Research on Second Language Acquisition-Methods and Research, Shanghai Foreign Language Education Press, 2006.
23. Second Language Acquisition. Second Language Acquisition, Shanghai Foreign Language Teaching Press, 2000.
Fourth, the second language/foreign language teaching method (7)
24. Ding, Teaching Skills of Teaching Chinese as a Foreign Language, Press, 2006.
25. edited by Peng Zeng' an and Chen Guanglei. Introduction to Teaching Chinese as a Foreign Language, World Book Publishing Company, 2006.
26. Xu, Wu Renfu, Practical Teaching Chinese as a Foreign Language, Peking University Publishing House, 2005.
27. Yang Huiyuan, Theory and Practice of Classroom Teaching, Beijing Language and Culture University Press, 2007.
28. Yang Jizhou and Cui Yonghua co-edited. Teaching Chinese as a Foreign Language, Beijing Language and Culture University Press, 1997.
29. Zhang Hesheng, editor-in-chief, Research on Teaching Chinese as a Foreign Language, Commercial Press, 2006.
30. Jack C Richards & Ways and means of language teaching,
Schools of Language Teaching, Foreign Language Teaching and Research Press, 2000.
Verb (abbreviation of verb) Culture Teaching (3)
3 1. Chen Shen, Research on Language and Culture Teaching Strategies, Beijing Language and Culture University Press, 200 1.
32. Li, editor-in-chief, Research on Teaching Chinese Culture as a Foreign Language, Commercial Press, 2006.
33. Zhao Jinming, Research on Teaching Chinese Culture as a Foreign Language, Commercial Press, 2004.
Language test and teaching evaluation of intransitive verbs (3)
34. Wang Jingying, Editor-in-Chief, Theory and Practice of Educational Evaluation, Northeast Normal University Press, 200 1.
35. Yang, Introduction to Language Test Design and Evaluation, Foreign Language Teaching and Research Press, 2000.
36. Zhang Kai, editor-in-chief, Research on Chinese Proficiency Test, Commercial Press, 2006.
Seven, educational psychology (3)
37. Co-edited with Liu Jueqing. , Contemporary Educational Psychology, Beijing Normal University Press, 1999.
38. Jiang Xinzhu, Psychological Exploration of Teaching Chinese as a Foreign Language, Education Science Press, 2007,
39. edited by Li Guangping and Yang Yubao. Educational research methods, Northeast Normal University Press, 2005.
Eight, teaching Chinese as a foreign language skills (1 1)
40. Chen Hong et al., Design of Teaching Chinese as a Foreign Language, Chinese Teaching Press, 2003.
4 1. Li Dazhong, Error Analysis of Chinese Grammar Learning for Foreigners, Beijing Language and Culture University Press, 2007.
42. The Duke of Snowy Night, Research on Teaching Chinese as a Foreign Language, Commercial Press, 2006.
43. Duke Xueye, Editor-in-Chief, Research on Curriculum Outline and Teaching Mode of Chinese as a Foreign Language, Commercial Press, 2006.
44. Li, editor-in-chief, Research on Oral Chinese Teaching as a Foreign Language, Commercial Press, 2006.
45. Li, editor-in-chief, Research on Listening Teaching of Chinese as a Foreign Language, Commercial Press, 2006.
46. Li, editor-in-chief, Research on Teaching Reading and Writing Chinese as a Foreign Language, Commercial Press, 2006.
47. Li, editor-in-chief, Research on Teaching Chinese as a Foreign Language, Commercial Press, 2006.
48. Lu, Practical Grammar for Teaching Chinese as a Foreign Language, Beijing Language and Culture University Press, 2005.
49. Lu Qinghe, Practical Grammar for Teaching Chinese as a Foreign Language, Peking University Publishing House, 2005.
50. Zhou Jian, Theories and Methods of Chinese Character Teaching, Peking University Publishing House, 2007.