Basic educational system: four years | Enrollment target: | Education: technical secondary school | Professional code: 050 103.
Training objectives
Training objectives
Training objectives: This major trains Chinese language and literature application-oriented professionals with solid basic knowledge of Chinese, high humanistic quality, China literature, China culture, cross-cultural communication and other professional knowledge and abilities. , can teach Chinese in various schools at home and abroad, and engage in work related to language and culture communication in various functional departments, foreign trade institutions, news publishing units, enterprises and institutions.
Training requirements: Students in this major mainly learn the basic knowledge of Chinese and China's history and culture, receive basic training in humanities and social sciences, and master the basic ability of comprehensively applying what they have learned to carry out language work, Chinese international education and international cultural exchange practice.
Graduates should have the following knowledge and abilities:
1. Master the basic theories and knowledge of linguistics;
2. Have the professional skills of teaching Chinese as a second language, have strong oral Chinese expression and writing skills, speak standard Mandarin and use standardized Chinese characters;
3. Be familiar with the basic knowledge of Chinese and foreign literature and culture, master a foreign language skillfully, and have certain cross-cultural communication skills;
4. Familiar with the national guidelines, policies and regulations on Chinese language and its dissemination;
5. Understand the theoretical frontier and development trend of this discipline, and have a broad cultural vision;
6. Have the ability to continuously acquire new knowledge and certain scientific research and practical work ability, and have certain critical thinking ability.
Main subject: China language and literature.
Core courses: Modern Chinese, Ancient Chinese, Introduction to Linguistics, Applied Linguistics, Introduction to Teaching Chinese as a Foreign Language, China Ancient Literature, China Modern Literature, General Theory of China Culture, Writing and Foreign Languages (in various languages).
The main practical teaching links: teaching Chinese as a foreign language, training Chinese talents, Chinese phenomenon and discussion on hot issues in teaching Chinese as a foreign language.
Length of study: four years.
Degree awarded: Bachelor of Arts.
Professional ability requirements
Professional ability requirements
The main contents of professional teaching
The main contents of professional teaching
Basic English, English Writing, English-Chinese Translation, Modern Chinese, Ancient Chinese, Western Culture and Etiquette, Overseas Sinology Studies, China Literature, Foreign Literature, and Introduction to Teaching Chinese as a Foreign Language train the following professional directions: Chinese-English Bilingual, Business Chinese.
Major (skill) direction
Major (skill) direction
Overseas educational institutions: teaching Chinese as a foreign language; Primary and secondary schools and educational institutions: Chinese teaching; Media publishing enterprises and institutions: new media editors.
Example of vocational qualification certificate
Example of vocational qualification certificate
Examples of continuing learning majors
Employment direction
Employment direction
Training objectives: This major cultivates applied professionals who not only have systematic and solid basic theoretical knowledge and skills of Chinese language and literature, but also have cross-cultural communication theory, high humanistic quality and extensive knowledge of related disciplines, can conduct bilingual communication and teaching, fully understand China literature, China culture and cultural exchanges between China and foreign countries, and can engage in teaching Chinese as a foreign language and cultural exchanges between China and foreign countries in relevant departments, schools, press and publication, cultural management and enterprises and institutions at home and abroad.
Employment orientation: after graduation, students can apply for a master's degree in linguistics, linguistics and applied linguistics, and international Chinese education. After further study, they can teach Chinese as a foreign language in universities. After assessment and selection by Hanban, they can go abroad as volunteers and Chinese teachers to teach Chinese as a second language. You can also engage in teaching or teaching management in domestic Chinese training institutions, Chinese schools, international primary and secondary schools, and you can also work as a clerk in other departments.
1 Employment Prospects of Chinese International Education Major
Chinese International Education is a relatively new major. Although it used to be a popular major and was considered to have a bright future, it is not mature enough in employment. Many friends majoring in Chinese international education are faced with the embarrassing situation that "English and Chinese are not majors" when looking for a job, and they are inevitably confused. In this case, we should change our thinking, proceed from our own interests, specialties, professional ideals and realistic conditions, strengthen relevant skills in a targeted manner, and try our best to broaden employment channels.
Judging from the courses we have studied, the employment direction of Chinese international education major is mainly to be a teacher and volunteer of teaching Chinese as a foreign language in foreign schools and domestic education and training institutions; Be a Chinese teacher in a school or an education and training institution; Do new media operation and editing work on websites, newspapers and magazines; Or join in the field of foreign trade and engage in basic work such as merchandiser and business assistant.
2 Chinese international education professional employment direction
Teaching Chinese as a foreign language
Our professional counterpart is teaching Chinese as a foreign language. Friends who want to teach Chinese abroad can choose two ways. One is a volunteer who teaches Chinese as a foreign language sponsored by Hanban every year, with a term of six months to two years. Volunteers can stay in countries and regions arranged by Hanban, but the stay time cannot exceed three years. The other is an education and training institution, which requires candidates to pass CET-6 and be sent abroad to teach Chinese through the unified arrangement of the company. This kind of work lasts about a year, and you will return to China after the visa expires.
Teaching Chinese as a foreign language abroad is a short-term job, not a long-term job abroad. The work content and environment are really not as beautiful as you think. Many volunteers who return home have to look for jobs from scratch. Every year, the teachers sent by the state to Confucius Institute are mainly Chinese teachers with many years of teaching experience, and we have few opportunities just graduated. But it depends on human efforts. Those who really like this job can try. When they are working, they should pay attention to improving their overall foreign language level, especially their spoken English. After returning to China, you can do foreign language related work, continue to substitute classes in domestic training institutions or international schools, and run your own classes, with rich experience.
Chinese teaching
Compared with international Chinese teaching, the direction of traditional Chinese teaching is more stable. We can obtain the teacher qualification certificate at the corresponding stage, and then take the teacher preparation exam. After obtaining the quota, we will have the opportunity to enter public schools. Now there are more and more private schools and education and training institutions, and friends who like challenges can include these two types of work units in their choices.
Although private schools are not as stable as public schools, they have their own advantages in the direction of maturity. The survival of private schools is closely related to the quality of students, so paying great attention to teaching quality is more conducive to the improvement of teachers' teaching ability. In addition, teachers in private schools have more freedom in teaching and have the opportunity to try some novel teaching methods, which is conducive to our professional growth. It is recommended that friends work in private schools first, and prepare for the exam while accumulating teaching experience. After getting the establishment, they can consider entering public schools. Of course, they can also set up their own training institutions.
New Media Operation and Editing
In this era when the Internet is sweeping all walks of life, it has become an irresistible trend to closely link the development of the industry with the network. Friends of Chinese international education can join the editing and publishing industry and make use of the subject knowledge of Chinese language and literature to seek a place for themselves.
At present, many companies' new media operations are mainly to maintain the daily operations of WeChat and Weibo, including content editing, daily maintenance, event planning, fan interaction and community operation. It is necessary to summarize interactive strategies based on fan feedback and improve the offline influence of the official WeChat account. Although many companies have WeChat and Weibo accounts all over the sky, the operation of new media has yet to mature. The operation of new media is not only low-cost to attract users, but more importantly, the product operation thinking that runs through it. If the friends can persist in this position and learn the essence, they will have the ability to stay at the forefront of the trend development forever, and the career development prospects will naturally not be bad.
Editors mainly plan, edit and write books, magazines and newspapers in newspapers and publishing houses, and also include some work of reviewing, processing and revising. Being an editor requires quick thinking, wide knowledge, solid writing skills, good reading ability and product marketing ability. During the interview, many companies will require you to have editing work or internship experience. Mastery of computer and basic software is also necessary, and those with publishing professional qualification certificate are preferred.
Foreign trade direction
Small partners majoring in Chinese international education can also enter the field of foreign trade and apply our English ability to our work. A friend who just graduated is new to a foreign trade company. It is best to start as an assistant salesman, who is mainly responsible for daily data entry, integration and classification. Daily and month-end accounting of various categories; Assist in product development; Assist sales staff to communicate with customers simply and handle orders. Sometimes we also contact exhibition activities and collect some exhibition information.
Foreign trade is less stable than teachers, but more challenging. Suitable for friends with excellent eloquence and oral English, meticulous and flexible, and strong adaptability. There are many jobs in foreign trade, such as foreign trade salesman, document and documentary. Small partners start from the work of salesmen. After they are familiar with the company's business process for one or two years, they will develop more smoothly and become foreign trade managers or supervisors.
In addition to the above work, the small partners majoring in Chinese international education can also take the civil service examination, enter the state organs and units, or develop in the administrative, secretarial and human resources departments of enterprises. No matter what job you are engaged in, you can't stop learning. Because actual work and course study are different after all, we should make up our work skills and industry knowledge according to the needs of work, and constantly "recharge" ourselves with the progress of work and the development of the industry, so as to really make some achievements in the industry.
Corresponding occupation (post)
Corresponding occupation (post)
Other information:
Many people are asking a question, that is, the master of Chinese international education is a professional master. Is this major worth studying? Is there any chance to continue studying for a doctorate? Will Kao Bo be discriminated against by his tutor? Everything has advantages and disadvantages. If I tell you how good Han Shuo is, it is unrealistic. Anything new has a growing process. If you think Han Shuo can't satisfy you at least at present. Then you can choose other majors, and there is no need to pay the price for its growth process.
First, an overview of Han Shuo Postgraduate Entrance Examination
The formal enrollment of Master of Chinese International Education began on 20 10. In 20 10, the state enrolled academic and professional masters separately, and it was at this time that Han Shuo broke away and began to enroll students separately. Some schools had this major before, but none of them were independent. Therefore, starting from 10, Han Shuo is the national unified outline, and all enrollment schools also follow the national unified proposition (individual schools do not follow the sample question). So judging from the real question of 20 10, the real questions of most schools in China are the same. In 20 10, 63 colleges and universities enrolled this major, which increased to more than 80 in 20 15 and to 107 in 2015.
Second, what's the difference between teaching Chinese as a foreign language and teaching Chinese as a master of international education?
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. The outstanding feature of professional degree education is the close combination of academics and occupations, 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 are mainly engaged in theoretical research, from study to thesis, while Chinese international education has six months to one year of overseas teaching practice according to the teaching plan, so there are more opportunities for this major to practice abroad.
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. Number of registered students
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 self-funded. However, most colleges and universities also have scholarships for special students, and now more and more schools can achieve full coverage of scholarships. Xiamen University is one of them, and special students also have scholarships. Moreover, when you volunteer abroad, Hanban will get various subsidies ~ food, accommodation, car subsidies, medical subsidies ... all kinds of ... good treatment, and wages.
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.
Thirdly, why is teaching Chinese as a foreign language 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.
Why do people have such misunderstandings about the major of teaching Chinese as a foreign language? 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.
Finally, how to choose these two majors.
1, see if you want to be admitted after one year, or you'd better try to be admitted.
Practically speaking, the Master of Chinese International Education is better than linguistics and applied linguistics (or Chinese philology). Because in general schools, the Master of Chinese International Education Examination will take Chinese as a foreign language instead of ancient Chinese, which will have some advantages for students who are teaching Chinese as a foreign language, because it will be relatively beneficial for China students if they take the ancient Chinese examination. In terms of the amount of review, ancient Chinese generally requires reading two books of Wang Li, but in fact it also requires reading three or four books, so it is the amount of review of four books. The subject of teaching Chinese as a foreign language is generally Zhao Jinming's Introduction to Teaching Chinese as a Foreign Language or Liu Xun's Introduction to Teaching Chinese as a Foreign Language (the bibliography of northern languages, even if it is not in the reference materials for postgraduate entrance examination, you'd better read it. Very practical), at most, Zhou Xiaobing's Introduction to Teaching Chinese as a Foreign Language (Sun Yat-sen University, Guangwai Examination), although it looks very thick, is only a review of a book at best. You should be able to figure out which is easier, ancient Chinese or Chinese as a foreign language. In ancient Chinese, we should read more general theories and selected works. Take Jida University as an example, we often take an examination of translation, whether it is the translation of words or paragraphs. After all, it was a long time ago, it was a historical language, and how to speak Chinese as a foreign language is also modern Chinese, so that you can understand it, hehe. Of course, if you are from China or have a good command of ancient Chinese, it is suggested that you take linguistics and applied linguistics.
2. In terms of enrollment.
Linguistics and applied linguistics (or Chinese philology) are general masters of science, and the master of Chinese international education is a professional master. In the past two years, the country has been expanding the number of professional masters, so it is relatively easy to take the master's exam. Moreover, the competition between linguistics and applied linguistics (or China philology) is quite fierce, as in any school. Take Jida as an example. The lowest score in the first year of 2009 was 330, and the lowest score in linguistics and applied linguistics was 393. Hehe, there is a big difference. In terms of the number of people, the number of masters of Chinese international education is several times that of linguistics and applied linguistics. In addition, linguistics and applied linguistics recruited 2 1 and left 5, which means that they actually recruited 16 people. The intensity of competition can be imagined. So in contrast, the competition for professional masters is not so fierce. But there are advantages and disadvantages. More people are recruited, the quality of students will naturally be high or low, and the gold content may decline. But there should not be much change in the short term, that is to say, it will not suddenly drop from a very high level to a very low quality. Besides, as long as you have strong professional qualities, you still have advantages. After all, professional masters focus on practice, and employment is relatively better. Aren't we going to graduate school just to find a good job and a relatively good job?
It depends on your own motivation to take the postgraduate entrance examination.
If you are looking for a job, you can choose the Master of Chinese International Education. If you want to do more research on Chinese, you can choose an academic master.
Han Shuo students can not only teach and study Chinese as a foreign language in domestic and foreign schools, but also engage in related work in news media, state organs, cultural management and enterprises and institutions.
It is understood that students majoring in Han Shuo can have the following choices after graduation:
1, engaged in teaching Chinese as a foreign language-stable job and high salary.
Nowadays, the global "Chinese fever" corresponds to the "shortage of Chinese teachers". According to the information from the China National Leading Group for International Promotion of Chinese as a Foreign Language, the number of people studying Chinese abroad has exceeded 30 million. Japan, South Korea, Thailand, the Philippines and other neighboring countries are in urgent need of Chinese teachers. Europe, North America, Australia, New Zealand and other western developed countries also have more and more people who want to learn Chinese. The upsurge of learning Chinese around the world is a rare development opportunity for professionals who teach Chinese as a foreign language. Many graduates of this major began to teach Chinese as a foreign language after obtaining master's degrees. There are also a large number of students who engage in teaching Chinese as a foreign language or other related professional education abroad after obtaining master's or doctoral degrees abroad.
2. Engaging in foreign exchange-taking beijing language and culture university as an example.
In recent years, many graduates majoring in Chinese as a foreign language have entered the Ministry of Foreign Affairs, the Ministry of Commerce and the Ministry of Culture to engage in international exchanges and cooperation. Some graduates become employees of foreign-funded enterprises and engage in secretarial translation. The rest are engaged in news editing, translation and literary creation in news media, publishing units and cultural management departments.
3. Studying abroad-language advantage
Students majoring in Chinese as a foreign language are proficient in English and have language advantages when going abroad for further study. Studying abroad, on the one hand, can directly understand the needs and present situation of teaching Chinese as a foreign language, on the other hand, can deeply understand foreign cultures, which is of great benefit to future development.
4. Studying for a PhD or staying in school-pursuing a higher education or a stable job.
The major of teaching Chinese as a foreign language requires students to have a solid knowledge of Chinese philology, understand the history, geography and culture of China, and become a professional sage. Therefore, students in this major are more free in the choice of doctoral majors, have advantages in foreign languages and have relatively broad prospects.
Luoyang taiji education, I hope I can help you ~