1、 Introduction

Explored the relationship between the quality of training for master's students majoring in Chinese international education and the localization of overseas Chinese language teachers, and pointed out the problems that exist in the training process. Studied the current situation of teaching and learning for Chinese master's degree international students, including teaching reflection, teaching quality evaluation, and case studies on professional ethics. Analyzed the achievements of the "Guiding Training Program for Foreign Students with a Master's Degree in Full time Chinese International Education" in terms of curriculum design. Emphasis was placed on the need to consider official guidance, institutional characteristics, training objectives, teacher-student opinions, and teaching effectiveness in curriculum design. Using qualitative research methods, a survey was conducted on 102 second year Chinese master's students from different countries through one-on-one interviews. The interview covers aspects such as course learning gains, favorite/disliked courses, courses that are helpful to the major, courses with learning difficulties, language learning situation, desired courses, and willingness to attend classes in separate or combined classes. Based on the interview results, the evaluation of the curriculum system by international students was analyzed, and improvement suggestions were proposed.

2、 Positive evaluation courses and course offerings for international students

International students generally hold a positive attitude towards the Master's program in Chinese International Education, with 102 out of 85 respondents expressing satisfaction. They believe that the course has improved teaching skills, Chinese proficiency, and research abilities. Popular courses include classroom teaching cases and analysis, advanced Chinese, cross-cultural communication, etc., among which teaching practice courses are the most popular. The positive evaluation of international students reflects their recognition of the curriculum design, as well as their sense of achievement in teaching ability, Chinese proficiency, and professional knowledge. The teaching skills courses and Chinese language courses have received special praise. International students also hold a positive attitude towards core courses, basic courses, public courses, expansion courses, and training courses. This inspires us to consider adjusting some popular elective courses to mandatory or designated elective courses.

3、 Negative evaluation courses for international students and their curriculum design

The negative evaluation of Chinese international education master's programs by international students mainly focuses on "learning difficulties courses", which have a high degree of overlap with "disliked courses". International students encounter difficulties in studying courses such as "Second Language Acquisition", "Special Topics on Ancient Chinese Culture", "Language Testing and Assessment", "Modern Chinese", and "Advanced Chinese", mainly due to insufficient professional knowledge and skills, as well as limitations in Chinese proficiency. The differences in undergraduate professional backgrounds among international students result in insufficient professional knowledge, while their inadequate Chinese proficiency affects their understanding of course content and learning progress. In response to these issues, the curriculum should take into account the differences in professional background and language proficiency among international students, and add prerequisite courses for international students with unrelated professional backgrounds to supplement their lack of professional knowledge and Chinese proficiency. At the same time, we should explore the issue of combining classes for Chinese and foreign students, and set up professional courses at different levels to meet the learning needs of international students from different backgrounds.

4、 Suggestions on the Curriculum Design for Han Master's International Students

International students have put forward multiple suggestions for the curriculum of the Master's program in Chinese International Education, including adding professional Chinese courses such as "Academic Chinese Writing", optimizing teaching practice courses, adding cultural teaching courses, implementing separate teaching for Chinese and foreign students, and implementing tiered teaching and flexible education system for international students. International students generally believe that professional Chinese courses can help improve their learning and writing abilities, while practical teaching courses should focus more on practicality and nationalization. Cultural teaching courses should focus on "small cultures" closely related to language teaching, and organically combine cultural knowledge with cultural teaching. Teaching Chinese and foreign students separately should be based on the difficulty of the curriculum and the principle of cooperation, while tiered teaching and flexible education systems can help meet the teaching needs of international students at different levels and ensure the quality of training.