Research On The Curriculum Setting Of The Master Of Chinese Language Education (China)

Since the establishment of the master’s degree in MTCSOL in 2007,The institutions which are established MTCSOL have been expanding and changing several times.Now has a total of 137 colleges and universities offering MTCSOL degree,but 109 of which have a relatively complete curriculum.Every year,the universities for the country have trained thousands of talents of teaching Chinese as a foreign language,the distribution of MTCSOL talents to recognize both at home and abroad,but the number of MTCSOL is engaged in teaching Chinese as a foreign language to recognize Chinese account for just a small part of the number of the graduates to recognize,domestic and foreign demand for Chinese as a foreign language teacher,but MTCSOL graduates have trouble in teaching Chinese as a foreign language.This kind of situation brings up new thinking for MTCSOL culture.There are 109 institutions offering the MTCSOL degree in now.On the basis of the 109 colleges,the data they offer MTCSOL curriculum for Chinese based on the analysis of the status quo.And combined with problems of the teachers who teach Chinese as a foreign language.According to the results of the analysis,we put forward some suggestions in this paper,the specific content of each chapter are as follows:In the introduction part,briefly analyzed the background,research purpose,significance and research methods of the research subject,and sorted out the structural arrangement of this paper.In the first chapter,analyze the relevant literature of MTCSOL from the curriculum,curriculum research,the curriculum comparison,and generally understand the current research situation of the curriculum of MTCSOL.The second chapter,briefly introduce the established curriculum situation of MTCSOL,and on the basis of three kinds of MTCSOL established departments to recognize,from two aspects: the types and the credits,summarizes the situation of Chinese curriculum to recognize at this stage.In the third chapter,through understood the condition which MTCSOL is employed the Chinese as a foreign language both at home and abroad,from the domestic and foreign agencies require the Chinese volunteer own ability and understood the problems which happened to the environment and the volunteers of teaching Chinese as a foreigner language.The fourth chapter,according to the investigation and analysis of the first two chapters as a result,we from courses in language policy,optimization of MTCSOL curriculum at this stage of the second foreign language course,inter-cultural communicative course,and instructional design and management course.