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Exploring the High-Quality Cultivation of MTCSOL International Students in the Perspective of Foreign Discourse System

HONG Shui-ying;LI Shun-xing;College of Liberal Arts,Minnan Normal University;Minnan Normal University;  
This study adopts the theory of “external discourse system” as the entry point to make analysis on the cultivation of MTCSOL(Master of Teaching Chinese to Speakers of Other Languages) international students from three aspects: discourse subject, discourse content and discourse mode. It is expected to show the problems and coping strategies faced in the training, and to reveal the implementation of the professionals training of MTCSOL international students from a more comprehensive perspective.Specifically, from the perspective of discourse subject, schools are prone to ignore many differences in cultural choice of international students and step into the misunderstanding of homogenization. From the perspective of discourse content, the selection of textbooks has problems including mixture of domestic and foreign students, content having inclination towards traditionalization while lack of the integration of modern and contemporary Chinese culture, insufficiency in being up-to-date, in pertinence, flexibility and etc.. From the perspective of discourse mode, teaching discourse is simple and less interactive, while lacking analysis of international students' learning situation, thus resulting in problem of “classroom anxiety”. The article, as a result, proposes following countermeasures:(1) to clarify the focus of foreign discourse subjects, while basing on the cultural background of international students, to carry out detailed classification of discourse subjects, and highlight the group effect of the training focus;(2) to enhance the diversity in discourse content of the textbook, reflect the diverse national characteristics, and seek commonality in between Chinese and foreign language and culture under the guidance of a better life;(3) to add the diversity of teaching discourse styles, integrate different discourse forms and narrative perspectives, and enhance the interactivity of teaching discourse through dialogue and communication;(4) to promote the effective implementation of teaching quality through the overall improvement of the professional ability of teachers' discourses.
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