| With the heating up of "Chinese Popular", the demand of Chinese teachers goes up around the world. In order to meet the requirements, Master of Teaching Chinese to Speakers of Other Languages (MTCSOL) comes into being. Up to now, MTCSOL has developed for ten years. It is badly needed to review its history, to check the cultivation achievements and to refine the cultivation modes of MTCSOL in China. It also needs to discuss the optimizing issues on MTCSOL cultivation modes theoretically.To study MTCSOL cultivation modes theoretically, the research methods of interview, literature analysis, comparison of global view, case study, system analysis, are used to in the current study. On the investigated data, the study divides MTCSOL cultivation modes into two broad types:oriented cultivation modes and non-oriented cultivation modes. The former can be sub-divided into nation oriented cultivation mode and region oriented cultivation mode; the latter can be sub-divided into research-skill cultivation mode and skill cultivation mode.Oriented cultivation modes and non-oriented cultivation modes are rooted on different teaching philosophies. The former focus on the differences between languages, cultures, and the development steps of Chinese teaching respectively; emphasize to the transfer of Generalists and specialists and the requirements are the basic of education. Its characteristics are with detailed purpose, open curriculum, unified training methods, efficient culture results. Non-oriented training model emphasizes the comprehensive development and the individual standard values. It also emphasizes the universal concepts are better than targeted ones. Its basic characteristics manifest digging students’advantages and focus on the comprehensive quality of training and multi-employments.Both oriented cultivation modes and non-oriented cultivation modes have their own advantages and disadvantages. Six coexisting disadvantages of oriented and non-oriented cultivation modes are summarized as follows. First, the candidates professional requirements are too broad; second, training features is not clear; third, as located in different schools, the professional status varies greatly; fourth, thesis topics lack international perspectives; fifth, the responsibilities of "Chinese communication" is not strong; sixth, it is hard for students to find a job similar with their study major. These problems have constrained the Chinese Master of International Talents Training.Five of the six disadvantage coexisted in two modes are tooted from the weakness of the teaching purposes of MTCSOL. The optimization of MTCSOL requires optimizing the teaching purposes on social requirements firstly. Therefore, the study advocates "Five in One Needs Analysis" principle with the help of Taylor’s "Theory of Selecting course objectives". "Five in One Needs Analysis" principle means to set up education objectives on the scientific, objective analyses with five steps. The first one is the analysis of overseas organization employment. The second one is the analysis of the employment market of MTCSOL. The third one is the analysis of experts’opinions on MTCSOL. The above three results of analyses determine the "possible targets" of the MTCSOL cultivation. The fourth step is to reselect the "possible targets" on pragmatic philosophy. The fifth one is to reselect the "possible targets" on learning psychology. After the last two selections, the scientific, objective and clear teaching objectives can be reached.The "Five in One Needs Analysis" principle gives out the ways to optimizing teaching modes of MTCSOL. The first one is to the optimization of the curriculum. Course setting is required to follow three principles:guidance under "training program of Chinese International Education Master Degree"; principles based on scientific, objective and clear training objectives adjust the curriculum, highlighting features course; principles based on learning psychology. After the first optimization, the requirements to the students by the curriculum are more specific, and accordingly, the requirements for the professional background of students will be increased. The second one is to strengthen the "multi-skilled teacher" and the system of "double supervisors", which can provide teaching with both theory and skills. The third one is to optimize the course content, and to increase the proportion of "procedural knowledge". The fourth one is to improve teaching methods. If necessary, the new educational technology should be used together with the traditional teaching types of "one blackboard equal to a lecture" and PPT. The fifth one is to improve the cultivation methods. As it is hard for students to find jobs related to their majors after graduation, it is suggested to adopt the "Chinese and foreign joint training" approach, in which course credits are accepted with each other, and the degree thesis are co-instructed by domestic supervisor and foreign supervisor. The sixth one is to strengthen practice. The practice internship training should be carned out under the guidance of cultivation target rather than "casual" Internship or "random" overseas internship. Internships abroad must carry out planned and targeted, as it can exercise not only students’ overseas internship teaching ability, but also the ability to cross-cultural communication, self-care ability. At the same time, it can broaden their horizons and provide them with writing material for their degree thesis. The seventh one is to broaden the theses perspective internationally. Guided under their learning and their overseas internships, the students are asked to research those real teaching difficulties. In their writing process, the students should be supervised by their domestic instructors and foreign instructors. The last one is suggested to obtain the teaching certification in target country, which can help students understand the education system, teaching politics and the requirements of Chinese teachers.The above eight principles can be summarized into four suggestions. Firstly, it is suggested to strengthen the "level cultivation" consciousness. Secondly, it is advised to establish the "international cultivation" theory. Thirdly, it is suggested to prominent professional characteristics. Fourthly, it is advised to set up "single language orientation" cultivation model.This study discussed the optimization of existing teaching mode, hoping to provide case studies to Chinese international communication and Second Language Teacher Education Theory. At the same time it hopes that this research can provide some references to the cultivation of MTCSOL. |
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