I am writing a paper on the reform of the Japanese second language curriculum The following is a discussion of the background of the Japanese second language curriculum Please reorganize it into sever

Paragraph 1: With the rapid development of China's economy and the accelerating internationalization process, foreign languages are increasingly valued by universities and employers as an important cultural tool for learning advanced foreign technology and enhancing communication between the two sides, and the need for foreign language talents is gradually developing in the direction of bilingualism and even multilingualism. It can be said that the more languages you master, the more you can be in an advantageous position in the competitive society. Therefore, the importance of foreign language teaching is particularly significant. Most of the foreign language teaching in colleges and universities across China is in English as the first foreign language, but the level of the second foreign language largely determines the competitiveness of students in employment. Therefore, how to train students to be able to use their second foreign language to communicate effectively becomes an important issue in our foreign language teaching.

Paragraph 2: Japanese language education in China began to develop from the primary stage in the 1950s and 1960s, went through an accelerated development stage in the 1970s, and ushered in a period of rapid development in the 1980s and 1990s. While promising achievements have been made, there are also deficiencies and problems that cannot be ignored. Jiang Chunhua and Han Bin (2013) redefine "Japanese language education as a second foreign language" as "Japanese language education other than Japanese language professional education. I think this is somewhat different from the classification of Japanese language education in China so far. Shi Yufang (2011) gives examples of the problems that are common in Japanese language education as a second foreign language in universities. For example, the curriculum is not set up properly, the factors on the part of individual learners (unclear learning goals, lack of motivation, etc.), and the reasons on the part of teachers (changes in pedagogy and concepts). Song Huifang (2012) adds that schools, teachers, and learners consider these three factors as "obstacles" to the quality of Japanese language education as a second language in universities.

Paragraph 3: As a result, the number of Japanese language learners is increasing by leaps and bounds every year. In this situation, "teaching Japanese" or "Japanese language education" opened a new chapter of Japanese linguistics, and after 2000, university education in China became popular and developed at a high speed. It can be said that Japanese language education at universities has played the biggest role. As of 2011, there are more than 2,000 universities (colleges and specialties) in China. Universities with Japanese language programs account for one-fifth of the total, at 466. In addition, there is a considerable number of learners who study Japanese as a second foreign language at universities. 2013, the number of universities with English majors reached 722, and schools that set Japanese as a second foreign language accounted for two-thirds. From the above data, it is clear that the number of Japanese language learners at universities alone is beyond imagination. The reasons for selecting the topic of Japanese language education as a second foreign language at universities (departments) for this study are as follows. First, Japanese language education as a second foreign language has not received much attention as a part of foreign language education. Secondly, there are many studies related to Japanese language education as a second foreign language that have been analyzed in depth from a theoretical point of view so far, focusing on various aspects such as curriculum, syllabus, teaching method, lecture structure, teaching materials, examination methods, and related examinations. It cannot be denied that relatively little has been examined in terms of degrees. Moreover, among the English and American second foreign languages (Japanese, French, German, Korean, etc.), the largest number of people in Chinese universities (colleges) have chosen Japanese, but have not achieved significant results. Moreover, among the second foreign languages (Japanese, French, German, Korean, etc.) of the Anglo-American language family, the largest number of people in Chinese universities (colleges) choose Japanese, but do not achieve significant results. This is an extremely common phenomenon.

Paragraph 4: The pattern of higher education in the world and the reform of higher education in China have brought new issues to Japanese language education in China. Chinese professional Japanese language education has been advocating the improvement of the basic ability of reading, speaking, listening, writing and translating Japanese, favoring the comprehensive ability of improving Japanese language ability itself, and compared with the cultivation of high-quality talents, the curriculum is too single, the teaching methods are backward, and the student-oriented education has not yet been formed (Xiu,2018) Japanese language education in colleges and universities still tends to be teacher-centered, focusing on knowledge instillation, ignoring students' Students lack learning motivation and autonomy. In addition, due to limited class time and heavy teaching tasks, teachers pay more attention to the explanation of grammar knowledge and strengthen test-taking training, which leads to students' proficiency in grammar knowledge but lagging behind in communicative expression ability. The current situation of educational development still presents a situation that emphasizes lecture over practice, knowledge over ability, results over process, on-class over off-class, and whole over individual (Jiang, 2021).

Paragraph 5: In the Ten-Year Development Plan for Education Informatization (2011-2020), it is proposed that efforts should be made to "cultivate students' learning ability in the informationized environment." "Encourage students to use information means to learn actively, independently and cooperatively; cultivate students' good habits of learning with information technology, develop their interests and specialties, and improve the quality of learning; enhance students' ability to ask, analyze and solve problems in the network environment", and emphasize the need to"promote the deep integration of information technology and higher education, and innovate the talent training model". The Implementation Plan for Accelerating the Modernization of Education (2018-2022) lists vigorously promoting education informatization as one of the ten key tasks. Guidelines for Teaching Japanese as a Major in Undergraduate Japanese Language Programs in General Higher Education Institutions (April 2020) emphasizes that "the use of modern information technology in Japanese language education should be emphasized, and ...... strives to create an intelligent teaching environment that combines online and offline, physical and virtual, inside and outside the classroom. ". However, the results of the questionnaire show that the proportion of the teaching methods "mainly based on teachers' lectures" and "combining teachers' lectures and students' classroom discussions" is very high, and the universities' understanding and practice of new concepts and methods under the new situation still need to be improved (Zhao, 2021)