研究生国际学生招生方向信息
一、中国语言文学
“中国语言文学” 即中华民族的语言和文学，包括汉族和各少数民族的语言和文学。
海南大学中国语言文学学科创立于1983年，是海南大学的传统优势学科之一。本学科坚守人文学科传统，关注当代中国社会现实，融知识与行动、学术与思想于一体，注重学生人文素质的培养与实践技能的训练。
2002年，本学科开始招收硕士。2010年，中国语言文学一级学科获得硕士学位授权资格。2013年，本学科获批海南省一级重点学科，现下设6个学术型硕士研究方向：中国古代文学、中国现当代文学、文艺学、比较文学与世界文学、理论语言学、汉语言文字学。
近年来，本学科既注重促进学科内部不同领域之间，也注重与其他相关学科（如新闻学、外国语言文学）之间的交叉与融合，一方面提升本学科的科研水平，另一方面增加服务社会需求的能力。
1. 中国现当代文学
主要研究领域为主旋律文学研究、现当代文学史研究和当代文艺批评。
对中国现当代思想史、社会史与文学创作之间的关系进行深入研究，关注当下创作现状，进行批评阐释，尤其是在 “主旋律” 文学研究领域形成鲜明特色，具有独创性贡献。以文化研究视角考察新中国成立以来70年电影体制，取得一定成就。翻译文学与现代文学转型研究将文学翻译与中国文学现代化诉求结合，辨析新文学发生的多源流状态，形成了独特的风格。注重培养研究生的学术研究能力、协同创新能力、学术交流能力、批判性思维和专业技能。
2. 中国古代文学
主要研究领域为南海文献研究、苏轼研究和晚清小说理论研究。
南海文献研究方面，主要搜集、整理与研究南海 “更路簿”、家谱族谱、地方志、华侨文化、海洋文化等，在百年南海疆文献资料的发掘与整理研究方面，取得了重大突破。苏轼研究方面，以海南苏学研究为突破口，集聚国内外学术力量，逐渐扩大学术影响。晚清小说理论研究方面，建立了以晚清小说创作群体为研究重心的团队，围绕近代小说家王钟麒推出系列研究成果。注重培养研究生的学术研究能力、协同创新能力、学术交流能力、批判性思维和专业技能。
3. 文艺学
主要研究领域为文学基础理论、文学批评和文化产业研究。
在《老子》文本及老庄美学思想研究方面成果独树一帜。在对中西文论史持续研究的基础上，注重批评理论的研究及其与当代文学和文化实践之间的接合，在网络文学生产研究方面独具特色。开展文创产业及公共文化研究，为海南省文化产业规划与发展提供决策咨询。注重培养研究生的学术研究能力、协同创新能力、学术交流能力、批判性思维和专业技能。
4. 比较文学与世界文学
主要研究领域为比较文学与世界文学理论、世界文学经典和思想史、中外文学关系和文明互鉴研究、翻译研究、跨学科研究等。
在世界文学理论方向，集中在21世纪以来“新世界文学”的研究和阐发。世界文学经典和思想史方向，集中在文学经典，强调文学的跨界流通，主要有两个特色方向，分别是 “作为世界文学的中国文学”和“作为中国文学的世界文学”。此外，明清以降中西文化交流和文明互鉴的研究，尤具特色，这一方面集中在明清以降中国经典的外译和域外影响的研究。注重培养研究生的学术研究能力、协同创新能力、学术交流能力、批判性思维和专业技能。
5. 理论语言学、汉语言文字学
主要研究领域为海南方言研究、类型语言学研究和国际汉语教学研究。
利用早期来华传教士撰写的方言（语言）文献，追溯海南岛临高语、粤语、闽南语等历史来源及发展脉络。利用海南岛丰富的语言和方言资源，聚焦类型语言学视野下的语言和方言之间的对比研究。利用海南岛位于21世纪“海上丝绸之路”核心区域的地理位置，开展国际汉语教学研究，致力于“一带一路”视角下的国际汉语推广，在语用、语义认知、句法结构等方面开展相关研究。注重培养研究生的学术研究能力、协同创新能力、学术交流能力、批判性思维和专业技能。
二、国际中文教育
国际中文教育专业硕士学位（MTCSOL）是面向国际中文教学实践的高层次应用型专门人才培养领域。其核心任务在于培养具备扎实汉语言文化功底、娴熟二语教学技能、深厚跨文化交际素养及一定研究能力的复合型人才。这些人才致力于在全球范围内开展优质中文教学、推广中华文化、促进中外文明互鉴，服务于国家语言文化传播战略与全球人文交流需求。
本专业在整个科技领域和国民经济中占据独特且日益重要的地位。科技领域方面，中文作为全球使用人数最多的语言之一，其信息处理、人工智能语言模型开发、智慧教育技术应用等都离不开对中文语言本体的深度理解与教学规律的把握。国民经济层面，伴随中国综合国力提升与“一带一路”倡议深入实施，中文的经济价值和实用价值凸显。掌握中文成为全球人才竞争的重要优势，直接促进了国际贸易、文化旅游、国际会展、语言服务外包等产业发展，成为国家软实力输出和文化贸易增长的关键纽带。
当前，国际中文教育呈现蓬勃发展与深刻变革并存之势。发展态势上，全球 “中文热” 持续升温，学习需求从高等教育向基础教育、职业教育及社会教育拓展，教学形式也从线下为主转向线上线下深度融合。关键趋势体现为：教学理念更趋多元化与本土化，强调学习者中心；教学内容与标准加速规范化（如《国际中文教育中文水平等级标准》的推广）；技术深度融合驱动智慧教学与资源平台革新；师资培养日益强调专业化和职业化。挑战则包括优质本土化教材开发、各国差异化需求满足、师资队伍专业水平持续提升及后疫情时代教育模式创新等。
国际中文教育与多个学科领域紧密关联、相互支撑。语言学及应用语言学是其核心理论基础，为语言要素教学与习得规律研究提供支撑；教育学特别是课程与教学论、比较教育学，指导教学设计与评估；中国语言文学、历史学、哲学等学科共同构成深厚的中华文化知识体系根基；心理学（尤其是二语习得心理、认知心理）阐释学习机制；传播学助力理解文化传播规律与策略；计算机科学与技术则推动教育信息化与智能化教学手段创新。该专业硕士教育强调在整合多学科知识的基础上，聚焦解决真实教学场景中的实际问题，突出实践性、应用性与国际性，与侧重理论研究的学术型硕士形成鲜明互补，共同推动中文国际传播事业向更高质量、更深层次发展。
Admission Information for International Postgraduate Programs
I. Chinese Language and Literature
Chinese Language and Literature refers to the languages and literatures of the Chinese nation, including those of the Han nationality and all ethnic minorities.
Established in 1983, the Chinese Language and Literature discipline of Hainan University is one of the university’s traditional superior disciplines. Upholding the tradition of humanities, focusing on the reality of contemporary Chinese society, integrating knowledge with practice and scholarship with thought, the discipline attaches importance to cultivating students’ humanities literacy and practical skills.
The discipline began enrolling master’s students in 2002. In 2010, it was accredited to confer master’s degrees as a first‑level discipline. In 2013, it was approved as a key first‑level discipline of Hainan Province. It now offers six academic master’s research directions: Ancient Chinese Literature, Modern and Contemporary Chinese Literature, Aesthetics and Literary Criticism, Comparative Literature and World Literature, Theoretical Linguistics, and Chinese Philology.
In recent years, the discipline has promoted integration both within its subfields and with related disciplines (such as journalism and foreign languages), improving its research capacity and ability to serve social needs.
1. Modern and Contemporary Chinese Literature
Main research areas: mainstream literature studies, modern and contemporary literary history, and contemporary literary criticism.
It conducts in‑depth research on the relationships between modern and contemporary Chinese intellectual history, social history and literary creation, focuses on current literary creation and carries out critical interpretation, forming distinctive features and original contributions especially in mainstream literature studies. It has achieved results in researching the 70‑year film system of New China from a cultural studies perspective. Research on translated literature and modern literary transformation combines literary translation with the modernization of Chinese literature, analyzing the multi‑source origin of new literature and forming a unique style. It focuses on cultivating postgraduates’ academic research, collaborative innovation, academic communication, critical thinking and professional skills.
2. Ancient Chinese Literature
Main research areas: South China Sea documents, Su Shi studies, and late Qing novel theory.
In South China Sea documents research, it collects, sorts out and studies the South China Sea “Genglu Book”, genealogy, local chronicles, overseas Chinese culture and marine culture, making major breakthroughs in discovering and organizing century‑old documents on South China Sea sovereignty. In Su Shi studies, it takes Hainan‑based Su Shi research as a breakthrough, gathering academic forces at home and abroad to expand influence. In late Qing novel theory research, it has built a team focusing on late Qing novelists and published a series of achievements on modern novelist Wang Zhongqi. It focuses on cultivating postgraduates’ academic research, collaborative innovation, academic communication, critical thinking and professional skills.
3. Aesthetics and Literary Criticism
Main research areas: basic literary theory, literary criticism, and cultural industry studies.
It has achieved unique results in research on the text of Tao Te Ching and the aesthetic thoughts of Laozi and Zhuangzi. Based on continuous research on the history of Chinese and Western literary theory, it emphasizes critical theory and its integration with contemporary literary and cultural practice, featuring distinctive research on online literature production. It conducts research on cultural and creative industries and public culture, providing policy advice for the planning and development of Hainan’s cultural industry. It focuses on cultivating postgraduates’ academic research, collaborative innovation, academic communication, critical thinking and professional skills.
4. Comparative Literature and World Literature
Main research areas: comparative literature and world literature theory, world literary classics and intellectual history, Sino‑foreign literary relations and civilization mutual learning, translation studies, interdisciplinary studies, etc.
In world literature theory, it concentrates on research and interpretation of “new world literature” since the 21st century. In world literary classics and intellectual history, it focuses on literary classics and cross‑border circulation, with two featured directions: “Chinese Literature as World Literature” and “World Literature as Chinese Literature”. It also features distinctive research on Sino‑Western cultural exchanges and civilization mutual learning since the Ming and Qing dynasties, focusing on the translation and overseas influence of Chinese classics. It focuses on cultivating postgraduates’ academic research, collaborative innovation, academic communication, critical thinking and professional skills.
5. Theoretical Linguistics and Chinese Philology
Main research areas: Hainan dialects, typological linguistics, and international Chinese teaching.
Using dialect documents written by early missionaries to China, it traces the historical origins and development of Lingao, Cantonese, Min and other dialects on Hainan Island. Using Hainan’s rich linguistic and dialect resources, it focuses on comparative studies of languages and dialects from the perspective of typological linguistics. Leveraging Hainan’s location as a core area of the 21st‑Century Maritime Silk Road, it conducts research on international Chinese teaching, promoting Chinese globally under the Belt and Road Initiative, and carries out studies on pragmatics, semantic cognition, syntactic structure, etc. It focuses on cultivating postgraduates’ academic research, collaborative innovation, academic communication, critical thinking and professional skills.
II. International Chinese Language Education
The Master of Teaching Chinese to Speakers of Other Languages (MTCSOL) is a high‑level applied professional program targeting international Chinese teaching practice. Its core mission is to cultivate interdisciplinary talents with solid Chinese language and cultural foundations, proficient second‑language teaching skills, deep cross‑cultural communication literacy and basic research capacity. These talents are committed to delivering high‑quality Chinese teaching worldwide, promoting Chinese culture, facilitating mutual learning between Chinese and foreign civilizations, and serving national strategies for language and cultural communication and global humanities exchanges.
The program holds a unique and increasingly important position in science and technology and the national economy. In technology, as one of the most widely used languages globally, Chinese relies on in‑depth understanding of its linguistic nature and teaching rules for information processing, AI language model development and smart education applications. In the national economy, with China’s rising comprehensive strength and the in‑depth implementation of the Belt and Road Initiative, the economic and practical value of Chinese has become prominent. Mastering Chinese is a key advantage in global talent competition, directly boosting industries such as international trade, cultural tourism, international exhibitions and language service outsourcing, and serving as a crucial link for national soft power export and cultural trade growth.
At present, international Chinese education is experiencing vigorous development and profound transformation. Globally, the “Chinese fever” continues to rise; learning demand expands from higher education to basic, vocational and social education; teaching forms shift from offline‑dominated to deep online‑offline integration. Key trends include: diversified and localized teaching philosophies centered on learners; accelerated standardization of content and standards (e.g., promotion of Chinese Proficiency Grading Standards for International Chinese Language Education); deep technology integration driving smart teaching and resource platform innovation; and increasingly professional and vocational teacher training. Challenges include developing high‑quality localized textbooks, meeting differentiated national demands, continuously improving teacher professionalism, and innovating education models in the post‑pandemic era.
International Chinese education is closely linked and mutually supportive with multiple disciplines. Linguistics and applied linguistics form its core theoretical foundation, supporting language teaching and acquisition research. Education, especially curriculum and teaching theory and comparative education, guides instructional design and assessment. Chinese Language and Literature, History and Philosophy constitute the profound knowledge base of Chinese culture. Psychology (especially second‑language acquisition and cognitive psychology) explains learning mechanisms. Communication helps understand cultural transmission rules and strategies. Computer science and technology promote educational informatization and intelligent teaching innovation. The professional master’s program emphasizes integrating interdisciplinary knowledge to solve real teaching problems, highlighting practicality, applicability and internationality. It complements academic master’s programs focusing on theoretical research, jointly advancing the high‑quality and in‑depth development of global Chinese communication.
