吴笛现为杭州师范大学钱塘学者讲席教授,浙江大学文学院二级教授,兼任(中国)中外语言文化比较学会会长、中国外国文学学会英国文学分会副会长、国际期刊Interdisciplinary Studies of Literature(A&HCI)副主编。他在英语诗歌、俄语...吴笛现为杭州师范大学钱塘学者讲席教授,浙江大学文学院二级教授,兼任(中国)中外语言文化比较学会会长、中国外国文学学会英国文学分会副会长、国际期刊Interdisciplinary Studies of Literature(A&HCI)副主编。他在英语诗歌、俄语诗歌、文学翻译等研究领域著述甚丰。本次访谈围绕吴笛教授的治学之路、翻译之旅以及学者之途展开。吴笛教授从译者和研究者的角度强调文学研究的世界文学意识和跨学科视野,以及多语种翻译实践对于外国文学研究的意义。他认为文学翻译实践是感悟文学经典魅力的重要途径,也是把握文学经典精髓、激发文学研究创新思维的理想途径。展开更多
随着我国高等教育国际化进程的推进,来华留学生规模不断扩大,提高留学生教育质量已经成为一个重要主题。来华留学生的中国文化相关课程作为来华留学生课程学习的重要组成部分,其满意度关系到我国高等教育的国际竞争和国际声誉。本研究...随着我国高等教育国际化进程的推进,来华留学生规模不断扩大,提高留学生教育质量已经成为一个重要主题。来华留学生的中国文化相关课程作为来华留学生课程学习的重要组成部分,其满意度关系到我国高等教育的国际竞争和国际声誉。本研究运用访谈法,对杭州地区六所高校部分留学生对中国文化相关课程的满意度进行调查,发现来华留学生中国文化相关课程存在部分课程难度大、教学内容缺乏广度与深度、教学方法单一、课程设置缺乏丰富性、意见反馈渠道不明确等问题。基于此结果,本研究提出坚持实践与理论教学并重、提升课堂互动质量、拓展课程丰富度、提高师生跨文化交际能力、完善意见反馈和评价体系等提升来华留学生对中国文化相关课程满意度的优化对策。With the progression of the internationalization of China’s higher education system, the number of international students studying in China has increased significantly. Consequently, improving the quality of education for these students has become a critical issue. International students’ satisfaction with Chinese cultural courses, an important component of their academic curriculum, is inextricably linked to the global competitiveness and international reputation of Chinese higher education. This study uses a qualitative interview approach to assess the satisfaction of a sample of international students with Chinese cultural courses offered at six higher education institutions in Hangzhou. The research reveals several issues, including the perceived difficulty of certain courses, a lack of breadth and depth of course content, monotony in teaching methods, a lack of diversity in course offerings, and a lack of clear channels for feedback. In light of these findings, this study proposes a series of optimization strategies aimed at improving the satisfaction of international students with Chinese cultural courses. These strategies include balancing the integration of practical and theoretical instruction, enhancing classroom interaction, diversifying course content, fostering intercultural communication skills among faculty and students, and refining feedback and evaluation systems.展开更多
文摘吴笛现为杭州师范大学钱塘学者讲席教授,浙江大学文学院二级教授,兼任(中国)中外语言文化比较学会会长、中国外国文学学会英国文学分会副会长、国际期刊Interdisciplinary Studies of Literature(A&HCI)副主编。他在英语诗歌、俄语诗歌、文学翻译等研究领域著述甚丰。本次访谈围绕吴笛教授的治学之路、翻译之旅以及学者之途展开。吴笛教授从译者和研究者的角度强调文学研究的世界文学意识和跨学科视野,以及多语种翻译实践对于外国文学研究的意义。他认为文学翻译实践是感悟文学经典魅力的重要途径,也是把握文学经典精髓、激发文学研究创新思维的理想途径。
文摘随着我国高等教育国际化进程的推进,来华留学生规模不断扩大,提高留学生教育质量已经成为一个重要主题。来华留学生的中国文化相关课程作为来华留学生课程学习的重要组成部分,其满意度关系到我国高等教育的国际竞争和国际声誉。本研究运用访谈法,对杭州地区六所高校部分留学生对中国文化相关课程的满意度进行调查,发现来华留学生中国文化相关课程存在部分课程难度大、教学内容缺乏广度与深度、教学方法单一、课程设置缺乏丰富性、意见反馈渠道不明确等问题。基于此结果,本研究提出坚持实践与理论教学并重、提升课堂互动质量、拓展课程丰富度、提高师生跨文化交际能力、完善意见反馈和评价体系等提升来华留学生对中国文化相关课程满意度的优化对策。With the progression of the internationalization of China’s higher education system, the number of international students studying in China has increased significantly. Consequently, improving the quality of education for these students has become a critical issue. International students’ satisfaction with Chinese cultural courses, an important component of their academic curriculum, is inextricably linked to the global competitiveness and international reputation of Chinese higher education. This study uses a qualitative interview approach to assess the satisfaction of a sample of international students with Chinese cultural courses offered at six higher education institutions in Hangzhou. The research reveals several issues, including the perceived difficulty of certain courses, a lack of breadth and depth of course content, monotony in teaching methods, a lack of diversity in course offerings, and a lack of clear channels for feedback. In light of these findings, this study proposes a series of optimization strategies aimed at improving the satisfaction of international students with Chinese cultural courses. These strategies include balancing the integration of practical and theoretical instruction, enhancing classroom interaction, diversifying course content, fostering intercultural communication skills among faculty and students, and refining feedback and evaluation systems.
