A Case Study Of The Curriculum Implementation Of MTCSOL From Socio-cultural Perspective

With the sustainable development of teaching Chinese as a foreign language todepth, Chinese as a foreign language gradually switches to a comprehensive Chineseinternational promotion. In this process, it need a great deal of qualified internationalChinese language teacher. In order to solve the problem of Chinese internationalpromotion that is the shortage of qualified Chinese language teachers, the appliednature of the international Chinese teaching needs a new international Chinese teachertraining model to support. Therefore, Master of Teaching Chinese to Speakers ofOther Languages (MTCSOL for short) arises as the turning point of Chinese languageteacher training mode reform at the historic moment which for the purpose ofteaching culture dissemination and specialized personnel at home and abroad.MTCSOL curriculum is an important way of promoting the international Chineseteacher mode reform, is the crux of The cultivation of qualified teachers of ChineseInternational Education. So to understand in depth the cultivation of qualified Chineseteachers in Chinese international promotion is very important for us to optimize oftraining qualified teachers of Chinese international promotion of Chinese. It decidesto start from the Socio-cultural perspective, and tries to revolve around the MTCSOLimplementation.First of all, it studies the curriculum implementation research home and abroadand relative research of MTCSOL implementation by literature method. And then itsets the Socio-cultural theory and the identifying of MTCSOL implementation, so asto export the characteristics of MTCSOL curriculum implementation withSocio-cultural perspective of sociality, cultural, historic and constructivism?Secondly,by using the case study method and taking the university D in Jilin province as anexample, it studies the current MTSCOL curriculum implementation, characteristics,influencing factors and problems in combing quantitative and qualitative researchapproaches from the Socio-cultural perspective. Firstly, it designs the questionnairefor different objects on the basis of literature review of relative research aboutMTCSOL curriculum implementation. And this questionnaire which containsmultiple-choice is designed by two dimensions of curriculum design and curriculumoperation. It takes4teaching administrators,17teachers and90MTCSOL students asresearch object to investigate the current MTSCOL curriculum implementation,characteristics, influencing factors and problems. Secondly, it designs the interviewoutline from the four dimension of curriculum construction, teachers construction,teaching apprentice and practice and dissertation, and uses the semi-structuredinterview method to4teaching administrators,9teachers and20MTCSOL studentsfor interview in depth?Thirdly, it revises relevant classroom observation scale on the basis of MTCSOL curriculum implementation characteristics from Socio-culturalperspective. And combining with some related questionnaire from Hanban, it designsthe classroom observation scale for MTCSOL students' course learning for the classesof Chinese as a Second Language Teaching, Teaching Chinese as a Second Language,Teaching Design, Chinese Culture and Communication, Classroom Observation andPractice, in order to realize the running situation of MTCSOL students' courselearning?Fourthly, it revises relevant classroom observation scale on the basis ofMTCSOL curriculum implementation characteristics from Socio-cultural perspective.And combining with some related questionnaire from Hanban, it designs theclassroom observation scale for MTCSOL students' practice course teaching for fourMTCSOL students' practice course teaching. Fifthly, combing with the interviewresults from observation of MTCSOL students' practice course teaching, it designs thequestionnaire about the Chinese Class of Masters' Practice Teaching. And it takes65foreign students as research object in order to learn the problems in MTCSOLstudents' practice. Last but not at least, it sorts and analyzes all of the above surveyresults for related research and discusses its current situation?characteristics?influencing factors and problems.Then it Systematically expounds influencing factor of the MTCSOL curriculumimplementation of university D from the character of sociality, culture, historicity,constructiveness including curriculum leadership, curriculum organization,"volunteers" selected program from Hanban, Hanban funding, The history ofInternational Education Master in China, the teachers troop structure, teachers'professional background, knowledge and ability, Chinese teaching master'seducational background and so on. This study elaborates systematically existingproblems of the MTCSOL curriculum implementation of university D including hecurriculum design process of administrative leading, low degree of integration ofcurriculum content, curriculum selective deficiency, Chinese teaching masters'organization ability being deficiency, low cultural dialogue teaching process, lackingof high quality curriculum resources, educational or curriculum theory coursesvacancy, lacking of planning practice.On this basis, I put forward targeted proposal for different objects as follows:organizing experts to formulate a unified course standard, strengthening theconstruction of cooperation with overseas internship, optimizing the structure ofteachers, recruiting young excellent teachers, variety of teaching methods, improvingthe interest of teaching and student participation, providing more teaching resourcesfor the intern and so on.