How about the major of Chinese international education?

1. 1 Teaching Chinese as a Foreign Language

Teaching Chinese as a foreign language is the earliest name of this major. However, teaching Chinese as a foreign language is not a serious term, especially the word "foreigner", and even many old professors call it "foreigner" (if you have the heart to know the relevant books, you will find that most of the references of Teaching Chinese as a Foreign Language are old books many years ago, or the authors are old professors who have taught some foreigners but don't take it as their main business). Liu Xun (2020) especially said that "the name is not correct and the words are not fluent", and this title must be inappropriate.

Therefore, this formulation will not be used in formal occasions. Especially after 12, the major of teaching Chinese as a foreign language no longer exists in a strict sense. Now teaching Chinese as a foreign language is a research direction under literature-Chinese language literature-linguistics and applied linguistics. The most appropriate expression should be "teaching Chinese as a foreign language", with a degree in literature. More extreme, it can be said that anyone who uses the term "teaching Chinese as a foreign language" after this is outdated and not recognized.

Teaching Chinese as a foreign language is a master's degree in the classification of master's degrees, which mainly focuses on the study of language ontology, and on the basis of language ontology, it focuses more on teaching Chinese as a foreign language. But according to my observation, there are very few things that really involve teaching, which is actually no obvious difference from pure language ontology research. If we have to be serious, it is probably because from the beginning to now, teaching Chinese as a foreign language is aimed at foreign students in China, and the teaching target is mainly adults, so we don't emphasize teaching methods so much. We just find some language points from the corpus of foreign students that have not been fully explained in the past for pure ontology research, and finally we may add an unrealistic teaching suggestion to meet the professional requirements.

Quote a joke from Mr. Chen Yuan, the old president of Beijing Normal University: "If you can't teach middle school, come and teach the university." The meaning of this sentence is that university teaching pays more attention to knowledge itself, while primary and secondary education for teenagers pays more attention to teaching methods (many people may not understand: teachers are actually a very professional profession), which requires higher professional skills and conforms to the cognitive development of teenagers.

Teaching Chinese as a foreign language is only a research direction, so the employment direction and form are similar to those of Chinese language and literature-a panacea major, which is not good but certainly not bad. In particular, most of the work within the system is to recruit students in large categories, so whether things can be done depends mainly on personal ability, at least from the students I contact (of course, the group I contact is mainly 985, and the worst is 2 165438+.

In addition, teaching Chinese as a foreign language can also do most of the work of Chinese international education, but there is generally no room for overseas practice in the teaching plan, so there may be some shortcomings in teaching practice. For example, I came into contact with masters when I was in Pubei class, because not many masters passed the test in teaching strength. But there are many excellent students around me, and their teaching level is no less than those special students who hone their teaching skills every day.