This paper explores the necessity of localizing the capital of international Chinese language educators and points out the problems in the training of local Chinese language teachers in South Korea, such as insufficient quantity and the need to improve qualifications. Analyzed the measures taken by the South Korean government since 1985 to establish a master's degree in Chinese language education in universities, as well as its impact on the training of teachers in Chinese language teaching institutions at different levels. After studying the knowledge background of local Chinese language teachers in South Korea, it was found that most teachers have a professional background in classical Chinese literature and lack knowledge of Chinese language education. By analyzing the master's programs in Chinese language education at 9 South Korean universities, this study investigates the degree of course recognition from the perspective of learners and analyzes the characteristics of the courses. Compare the modules of the Master's program in Chinese International Education between South Korea and China, and explore the characteristics of local Chinese language education master's training in South Korea. The research aims to provide reference for the cultivation of Chinese language education master's degree programs, overseas teacher training, and the International Chinese Teacher Certificate exam.

1、 Analysis of the Master's Program in Chinese Language Education in South Korea

Analyzed the types, characteristics, and course offerings of the Master's program in Chinese language education in South Korea. Since the establishment of the first Master's degree in Chinese Language Education at Gongzhou University in 1985, a total of 26 universities have established this degree program as of 2017. Through the analysis of the training programs of 9 representative universities, it was found that the study period is 5 semesters, including course learning and teaching internships. Some universities have requirements for paper publication and Chinese proficiency. The professional curriculum includes compulsory and elective courses, and the content is divided into three categories: Chinese language ontology knowledge, language teaching, and literary culture. There are differences in the proportion of courses offered by different universities. For example, literature and culture courses at Sungkyunkwan University account for 50%, while Chinese language teaching courses at Korea International Studies University account for 47.06%. The characteristics of the Master's program in Chinese language education in South Korea are: 1) Language teaching courses dominate, and most universities consider them as the main content; 2) There are significant differences in course offerings among universities, with a low overlap rate. The course offerings are flexible and often tailored to the specific needs of each school.

2、 Learners' evaluation of the importance of the course 5

Through a course evaluation survey of master's students in Chinese language education at Lihua Women's University, the students' views on the importance of 17 courses were analyzed. The survey questionnaire includes basic information and course importance evaluation, using the Likert Five Scale. The results showed that language element teaching courses such as grammar and vocabulary teaching scored the highest, while theoretical courses such as children's language teaching and Chinese language education in primary and secondary schools scored the lowest. Students place greater emphasis on courses that are closely integrated with practical teaching and have practical value. The survey results are consistent with the evaluation of Chinese language education majors in Seoul's Gyeonggi region, that is, the evaluation of Chinese language education related subjects is lower than that of Chinese content studies. The difference analysis shows that there is a significant difference in the importance between Chinese language element teaching courses and Chinese ontology knowledge courses, and Chinese language education masters who are positioned as teachers place more emphasis on the practicality of the courses.

3、 Analysis of the cultivation of local Chinese language teachers in South Korea

The chapter on the analysis of the training of local Chinese language teachers in South Korea points out that the Master's program in Chinese language education in South Korea aims to cultivate high-level applied talents, and the curriculum is guided by practical applications, with a focus on cultivating Chinese language teaching ability, Chinese cultural dissemination ability, and cross-cultural communication ability. The MTCSOL professional degree curriculum system, which is aligned with the international Chinese language teaching profession, is led by core courses, supplemented by module expansion, and focuses on practical training. The master's program in Chinese language education in South Korea focuses more on the knowledge and teaching of the Chinese language itself, emphasizing vocational needs.

4、 Inspiration and Conclusion

The master's program in Chinese language education in South Korea has significant differences from traditional Chinese language courses, emphasizing vocational and national characteristics. The reference points include: 1) highlighting the elements of Chinese language teaching and exploring teaching strategies for learners' key and difficult points; 2) Increase the proportion of Chinese literature courses to promote a deep understanding of Chinese culture and the Chinese language; 3) Strengthen teaching internship guidance, avoid simulated teaching, ensure that teachers track and guide students throughout the process, and help students reflect and solve problems.