Research on the Development of Chinese Language Micro-Specialties Based on Multi-Teacher Collaboration
- 1 Teacher’s College of Beijing Union University, Beijing, China
- 2 College of Applied Arts and Science of Beijing Union University, Beijing, China
- 3 College of Applied Arts and Science of Beijing Union University, Beijing, China
Abstract
Micro-specialties are an important exploration in the reform of education and teaching in universities. They are a set of courses and related practical teaching activities with a short period of study, fewer credits, and strong autonomy of universities, designed based on existing majors and combined with the needs of social development. Based on a literature review, this article believes that multi-teacher collaboration is necessary in the construction of micro-specialties, as it can effectively promote the construction and development of micro-specialties. The article then combs through the situation of language micro-specialties set up in Chinese universities in recent years, including training objectives, core courses, length of study, and credits. The main professional directions are distributed in fields such as language industry, language services, language intelligence, international Chinese education, and foreign language education. In addition to teaching, teachers from other majors or off-campus personnel should also participate in the formulation of training programs, curriculum system design, teaching methods selection, teaching quality evaluation, and other links, in order to better achieve multi-teacher collaboration and enhance students’ comprehensive qualities.
- Chen, C. M. (2024). Research on the Teaching Effect Evaluation of Part-Time Teachers from Enterprises under the Co-Teaching Mode of School-Enterprise Cooperation. Liaoning Silk, 2, 115-117.
- Chen, L., Wang, N., & Feng, L. L. (2021). Exploration of the Talent Training Model of “Micro-Majors” in Local Universities: A Case Study of the Accounting Major in D University. Journal of Shijiazhuang University, 23, 152-155.
- Chen, X. H. (2019). Research on the Co-Teaching Mode of Computer Public Courses in Universities. University Education, 9, 86-88.
- Clement, J., Uribe, S., & Mariño, R. J. (2018). Non-Clinical Oral Health Practice Specialities. In R. J. Mariño, M. V. Morgan, & A. D. Walmsley (Eds.), Career Paths in Oral Health (pp. 95-104). Springer International Publishing. https://doi.org/10.1007/978-3-319-89731-8_7
- Guo, M. K. (2023). Construction and Exploration of the “International Humanitarian Practice” Micro-Major under the Background of the New Era. University, 34, 6-9.
- Huang, Y., Liu, M., You, J., & Ahmed, A. M. A. (2023). A Study on Learning Intention of Digital Marketing Micro Specialty Learners under the Background of New Liberal Arts—Based on Structural Equation Model. In Z. Hu, Q. Zhang, & M. He (Eds.), A d vances in Artificial Systems for Logistics Engineering III (pp. 944-953). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-36115-9_84
- Jiang, X., Li, X. J., Xu, F., & Wen, Q. Q. (2014). Design of a University-Wide Entrepreneurship Education System Based on SPOC: The Practice of “Entrepreneurship Management” Micro-Major at Zhejiang Gongshang University. In Talent Cultivation and Teaching Reform—Collection of Teaching Reform Papers of Zhejiang Gongshang Un i versity (pp. 18-24).
- Liu, C. T. (2024). Exploration of the Construction Path of the “AI X” Micro-Major in the Direction of Economics and Finance. Old Brand Marketing, 6, 51-53.
- Liu, X. J., & Zhang, D. Z. (1991). Understanding of Collaborative Teaching. Hunan Ed u cation, 1, 38-39.
- Liu, X. L. (2018). The Operating Mechanism and Implementation Strategies of Interdisciplinary Collaborative Teaching Mode in Universities: From the Perspective of Knowledge Sharing. Chongqing Higher Education Research, 6, 107-116.
- Meng, Y. L., Liu, G., & Wei, J. Z. (2022). The Connotation, Value Implication, and Implementation Steps of Collaborative Teaching. Journal of Fujian Education Institute, 23, 44-47.