A Comparative Study Of Chinese Curriculum In Indian Colleges And Universities

India has incorporated Chinese into its higher education system as early as the beginning of the last century,and has cultivated batch after batch of talents for cultural exchanges between China and India in the past century.With the advancement of the "Belt and Road" initiative,the Indian people's enthusiasm for learning Chinese continues to rise.As the main front of Chinese education,major universities have also undertaken important teaching,scientific research and social service functions.At present,there are few in-depth analysis results on the specific aspects of Chinese teaching in the academic circles,and it is impossible to fully understand the advantages and disadvantages of Chinese teaching in Indian universities.This article attempts to start from an important part of Chinese teaching-curriculum setting as a research perspective,explore the status quo and characteristics of related dimensions such as curriculum objectives,curriculum nature,and curriculum types,and discover the challenges and shortcomings it faces in the process of dynamic development,and Put forward targeted suggestions to promote the sustainable development of Chinese curriculum and Chinese teaching in universities in India and other countries.This article is based on the "Dynamic Database of Chinese International Communication",the self-built Indian university Chinese curriculum database and the 2018 Indian Confucius Institute database sub-database,comprehensively using the literature research method,the comparative research method,the database research method and the questionnaire method.Analyze the setting of courses.This article is divided into five chapters:Introduction,which mainly includes research origin,research significance,research trends,and research design;Chapter One is the background of Chinese teaching in India and the construction of Chinese majors in colleges;Chapter Two is the situation of Chinese courses in Indian colleges and universities;Chapter,Analysis of Characteristics of Chinese Curriculum in Indian Universities;Chapter Four,Conclusion and Enlightenment;Conclusion.The study found that at the theoretical level of Chinese curriculum,Indian universities generally formulated clear and clear training programs,which provided direction and basis for curriculum construction,and basically met the needs of learners,Indian society and discipline construction.Degree courses are slowly developing,while the number of non-degree courses fluctuates and rises.At the practical level of the Chinese curriculum,the courses are divided into three categories:skills,language,and culture.It can be found that the focus is on skill courses,while the other two categories cannot meet the needs of learners well in terms of quantity and quality.In terms of the back-up resources of the Chinese curriculum,teachers,textbooks,and student conditions are very much related to the curriculum.After analyzing one by one,it is found that the resource reserve and update speed are not ideal.Even at Nehru University,which is the most mature Chinese curriculum,it is still There is more room for improvement.At present,most colleges and universities offering Chinese courses take Nehru University,which is relatively mature in Chinese teaching,as a model.Its Chinese courses generally have the following common characteristics:curriculum goals meet needs,curriculum types are basically perfect,and "skills leadership,cultural prosperity,language The "assisted" curriculum system,teachers and teaching materials are not ideal.However,there are obvious differences in the formulation of access and assessment rules,the proportion of academic courses and non-academic courses,and the course structure.Aiming at the specific problems of monotonous course format,slow content update,outdated teaching methods,and low level of conformity with international standardized ability testing,this article proposes to formulate clear course access and assessment standards,increase the proportion of academic courses,pay attention to the construction and update of teaching resources,Suggestions to improve the degree of conformity with international standardized ability testing.Finally,this article summarizes the following enlightenment:When opening Chinese courses,it is necessary not only to strengthen exchanges and cooperation with Confucius Institutes,but also to explore curriculum models with national characteristics,which is conducive to the sustainable development of the construction of Chinese courses in universities in India and other countries.