本土元素在国际课程引入中的作用——以云南大学“保护生物学”为例  

Roles of Native Elements in Introducing International Courses Taught in English:A Case Study with Conservation Biology Course of Yunnan University

作　　者：徐润冰[1] 彭子萌 常学秀[1,2] XU Run-bing;PENG Zi-meng;CHANG Xue-xiu(School of Ecology and Environmental Science,Yunnan University,Kunming,Yunnan 650500,China;College of Agronomy and Life Sciences,Kunming University,Kunming,Yunnan 650214,China)

机构地区：[1]云南大学生态与环境学院,云南昆明650500 [2]昆明学院农学与生命科学学院,云南昆明650214

出　　处：《教育教学论坛》2024年第38期29-32,共4页Education And Teaching Forum

基　　金：2021年度云南大学教育教学改革研究一般项目“国际化背景下全英文本科课程引入与本土化发展——以‘保护生物学’为例”(2021Y42)。

摘　　要：高校引进优质国际课程顺应我国高等教育国际化的发展需求。然而,不少引进工作缺少本土意识,导致优质国际教学资源进来后“水土不服”,反而阻碍了教育质量的提升。云南大学在“保护生物学”全英文课程引进实践中,合理选择本土化教学内容、案例,以师资和教学方法本土化助推,让学生快速建立亲切感、认同感,产生良好的教学效果。总结了“保护生物学”课程引进与本土化过程中的经验和不足,并提出改进建议,有助于提高高等教育国际化的水平。Introducing high-quality international courses by universities meets the needs of internationalization of higher education in China.However,many international curriculums are introduced without local awareness,resulting in high-quality international teaching resources being“not acclimated”and hindering the improvement of higher education quality.During the introduction of Conservation Biology course taught in English,Yunnan University selects appropriate native teaching content and cases,and promotes the localization of teachers and teaching methods,so that students can quickly establish sense of familiarity and identification,thereby producing good teaching effects.This study summarizes experience and shortcomings of course introduction and localization,and proposes suggestions helping to improve the internationalization level of higher education.

关 键 词：引进课程 本土化 国际化 全英文课程 保护生物学 

分 类 号：G642.0[文化科学—高等教育学]