1. Training/Research Orientation
- Literary Criticism
- Linguistics and Applied Linguistics
- Chinese Philology
- Chinese classical documents studies
- Classical Chinese literature
- Modern and Contemporary Chinese Literature
- Comparative Literature and World Literature
- Applied Stylistics
- International Chinese Education
2. Program Duration and Credit
Three years generally, the maximum school years are not longer than 5 years (including the extension time).
30 credits of courses in total, at least 19 credits of academic courses.
3. Core Courses and Introduction
General Introduction to Chinese Culture
General Introduction to Chinese Culture is a basic course for postgraduates of literature major from the school of liberal arts. It aims at comprehensively introducing most important spiritual culture, institutional culture and custom culture of ancient China. To be more specific, the content of the course includes the physical environment, social structure and economic base that shape Chinese culture; classical documents and primary ideas of Confucianism, Buddhism and Taoism; the evolution of educational and social system; liturgical practices and behavior norms in ancient China. The course lays emphasis on general and extensive introduction in order to help postgraduates have a sketchy comprehension of traditional Chinese culture before the professional learning. The course is based on classroom instruction, fitted with readings of different special topics and group discussions.
The course introduces the basic features and current research situation of the major schools of Linguistics, with purpose of broadening postgraduates ’academic vision. The content of the course is as follows: the theory of Linguistics, computer language processing, the theory and method of modern phonetics, the science and technology of phonetics, neurolinguistics, phonology, dialectology, philology, lexicology, the modern Chinese grammar. The course focuses on introducing the following aspects of the above subjects: the theory and its development of modern linguistics; the function of computer language processing in the general study of linguistics; the basic concepts and contents of modern phonetics; the common technical methods and instruments of experimental phonetics; the relationship between language and brain; the phonological structure of Chinese speech during different historical periods; the basic contents and investigating methods of dialectology; lexis of special books; some hot topics and major achievements of Chinese lexis research since 20th century; the history, basic theory of modern Chinese grammar study and research procedures and methods; the origin of Chinese characters, the relevant theory of Chinese character studies and the shape evolution of Chinese characters.
The Pre-Qin Philosophers Seminar
This course systematically explains the relevant documents of Pre-Qin philosophers on the basis of postgraduates’ intensive reading. It aims to guide postgraduates into the research world of Pre-Qin Philosophers, deepen their understanding of Pre-Qin Philosophers and their thoughts as the source of Chinese traditional thought and culture, and facilitates the cognition of the far-reaching influence on Chinese history, philosophy, literature, and their current significance. The contents of the course are as follows: the historical backgrounds of the origin and evolution of Pre-Qin philosophy; the distinction of different schools of philosophers and their mutual relationship; the investigation and confirmation of the biography of different philosophers, their works and the relevant documents; the main doctrines and thoughts of important representative thinkers from such schools as Yin-yang, Confucianism, Mohism, Logicians, Legalism, Taoism; the study of important thoughts of "hundred schools contend"; the methodology of Hundred Schools of Thought study; the literary value of the pre-Qin philosophers’ works; the pre-Qin philosophers’ enduring effects on Chinese history and culture; the translation, study and dissemination overseas of the pre-Qin philosophers’ works; the modern transformation of the hundred schools of thought and the significance, and etc.
20th British Literature Seminar
The teaching objective of the course is to facilitate postgraduates to have a good command of the basic achievements and main features of 20th British literature, fostering their capacity in comprehending, analyzing and studying fiction canons. In order to attain the objective, postgraduates are supposed to read and study some representative works of some main 20th British authors, on the basis of a comprehensive and systematic command of the trends and schools of 20th European and American literature.
The content of the course includes:
- The Picture of Dorian Gray by Oscar Wilde(1891)
- Heart of Darkness by Joseph Conrad(1899)
- Lord Jim by Joseph Conrad(1900)
- Sons and Lovers by D. H. Lawrence(1913)
- The Rainbow by D. H. Lawrence(1915)
- Dubliners by James Joyce(1914)
- A Portrait of the Artist As a Young Man by James Joyce(1916)
- A Passage to India by E. M. Forster (1924)
- Brave New World by Aldous Huxley(1932)
- Nineteen Eighty-Four by George Orwell(1948)
- Lord of the Flies by William Golding(1954)
- The French Lieutenant's Woman by John Fowles(1969)
- Flaubert's Parrot by Julian Barnes(1984)
- Atonement by Ian McEwan(2001)
Introduction onChinese International Education
Through the analysis of Chinese International Education by explaining the theory and practice of essentials, the course will prompt students to understand the basic principles of teaching Chinese as a second language, to grasp the relationship between the various elements of teaching Chinese as a second language involved giving students practice and innovation capabilities, and to form a solid theoretical foundation for Chinese international education work. The course will be taught collectively, consisting of classroom discussion and extracurricular reading. The main content of the course includes:
- the basic qualities and knowledge structure that the international Chinese language teachers should have
- International Chinese Education history, current situation and development trend
- the basic theory of Chinese International Education
- second language acquisition theories
- second language Teaching genres
- instructional design principles and practices
- Case-study of Chinese elements and skills
Dongqing Luo, Chongcai Zhu, Ping Guo, Xiumei Ai, Junling Chang, Qiang Zhang, Jun Yang, Yongxin Li, Zheng Wang, Xiaoyun Jiang, Ying Huang , Yiming Yang, Baojia Li, Weiguang Qu, Dandan Liang, Sheng He, Wentao Gu, Daogong Sun, Bin Li, Minxuan Feng, Ting Zhang, Lili Liu , Chaodong Xu, Zhenhong Hua, Zhiqiao Dong, Wen Pan, Qun Yin, Guancai Liu, Hong Guan, Po Wu, Jiadong Zhao, Shengqun Zhao, Xianlin Zhou, Xiangdong Fang, E Wang, Binghong Xie, Lizhi Liu, Xinjiang Wu, Minjie Chen, Xinxun Yang, Peng Su, Yongji Wang, Feng Gao, Jueping Ma, Keqian Xu, Shulu Chen, Zhenzhen Zhong, Xinhua Cao, Jie Cheng, Yinping Dang, Qing Wang, Henggang Ge, Yin Peng, Shichuan Zhang, Zhongming Li, Hongling He, Yubo Zhou, Xiaodong Deng, Hongcheng Yang, Jian Jiang, Wensheng Wang, Yongnian Gao, Ping He, Zhiquan Liu, Jing Li, Chengping Zhou, T Guilin an, Fengxia Tan, Wei Li, Puguang Zhao, Xingpei Shen, Jiezhi Wang, Lixin Yang, Xuxian Ha, Ruihong Chen, Jing Lu, Zhixiang Chang, Bo Li, Yuande Hu, Dachun Pan, Hongjun Cao, Yu Wan.