Beijing Foreign Language University, as the first foreign language college founded by the Communist Party of China, has always served the country as its own responsibility, actively responded to the national non -language talent training strategy, and vigorously promoted the construction of non -common language. As of 2016, the school has opened a total of 83 foreign language undergraduate majors, involving 84 languages, and is the most domestic universities in China, including 76 non -phrase majors, of which 33 are the only major in the country.

1. Seize the opportunity to clarify the concept of non -language development development

In 2013, General Secretary Xi Jinping proposed the "Belt and Road" initiative. In the "Belt and Road" initiative, the language of language became the basis of the "five -pass". In September 2015, the Ministry of Education issued the implementation opinions on strengthening the training of non -general language talents in foreign languages, and believes that the cultivation of non -general language talents in Chinese foreign language in terms of language, opening quantity and talent use. The urgency of high -level non -general language talents, especially senior translation talents, and composite regional issues, is increasingly prominent, and cannot meet the needs of national development. The grand blueprint of the new national strategy provides rare development opportunities for the construction of non -general language disciplines and talent training in my country.

Beijing University of Foreign Languages ​​has firmly seized this strategic opportunity period, focused on strengthening the construction and talent training of non -general language majors along the “Belt and Road”, and strive to achieve full coverage of the national official language of the establishment of diplomatic relations. During the "Thirteenth Five -Year Plan" period, the school took the initiative to aim at the urgent needs of the country and society for non -phrase majors, seized a good opportunity for the development of non -phrase majors, reformed it, and continued to innovate. Especially in March 2016, the school specially established the "Beijing University of Foreign Languages ​​University's Non -General Language Professional Development Leadership Group", which aims to ensure the smooth progress of this work from the organizational mechanism. Since the establishment of the leadership group, with the centered on non -general language construction, many work meetings are held to discuss the practical problems and specific difficulties faced in the development of non -general language majors, and effectively promote the construction and development of school non -general language majors. Work.

2. With professional construction as the core, comprehensively expand the non -general language professional layout

From the "Twelfth Five -Year Plan" to the "Thirteenth Five -Year Plan", the school actively responds to the national strategy, aiming at the major needs of national diplomatic, energy, security and cultural benefits, and adjust the layout of non -phrase majors in a timely manner. Non -common language majors. From 2011 to 2016, the construction of the school's non -general language is as shown in the table below:

In 2017, the school has reported to the Ministry of Education to open 14 new non -phrase majors, including Divih, Deton, Dali, Rwanda, Cyasu, Ringi Ge, Luxembourg, Fiji, Picin, Bislama, New Egyptian, and Cook Islands. From 2018 to 2020, it will continue to apply for important national languages ​​of some countries. By 2020, the number of languages ​​will open more than 100 types of language, so as to basically open the official language used by countries along the “Belt and Road”, and realize the full coverage of the official language teaching of China ’s state -owned language.

3. Multi -pronged approach to create a first -class non -general language teacher team

The construction of the school's non -general language teacher team mainly adopts three forms: one is to directly introduce foreign teachers, and the other is to select outstanding students or young teachers to study new language majors in language object countries or other countries. Academic institutions conduct joint training of Chinese teachers. Teachers are divided into three directions, namely "non -general language general language", "non -general language non -language discipline direction" and "non -general language regional research". In recent years, the specific practices of schools in building first -class non -general language teachers are:

1. Utilize the joint training of teachers to use the National Study Fund Committee Project and Intermediate School of Communication: The Institute of English has implemented 4 new non -general language (Merbo, Samo, Tangjia, and Fiji) in the English Academy. The college implements the training of teachers in Kazakh.

2. Select 5 outstanding undergraduates from the French Department to study Kurde, Kormoro, and Madagascar in the French National Oriental Language and Cultural Institute, and receive corresponding discipline training in Asia and Africa regions. After passing the assessment, it will become a new non -general language teacher.

3. Organize the selection of the "Beijing University of Foreign Languages ​​University for New Languages" and select outstanding teachers at home and abroad. Through preliminary examination, interview, study abroad application and other links, Kurde, Kormoro, Madagascar, Hebrew, Amhara, Tergianian, Georgian, Somali, Tamil,, Tamilian, The reserve talents of Pushu are about to send study abroad.

4. The "International Cooperation Training Project of Asian Africa Research Talent" 2016 successfully selected eight people from many well -known universities across the country to go to the University of London's Asian -African College to study related master's degrees and doctoral degrees. The field of research covers four major areas of Southeast Asia, South Asia, West Asia, and Sahara, involving discipline categories such as literature, political science, and economics.

In addition, it also actively promotes the recruitment and selection of new non -general language professional mother tongue teachers; conducts exchanges and cooperation with many universities such as Ethiopia, France, the United Kingdom, Georgia, Armenia and other universities, and reached cooperation on the joint training of multiple non -syllable talents to achieve cooperation. intention.

Fourth, teaching and scientific research, innovate non -general language talent training mode

Adhering to teaching is always an important guarantee for the school's school tradition and the quality of training. While actively applying for new majors and expanding the layout of non -general language majors, the school has always insisted on paying close attention to teaching, strengthening curriculum construction and teaching materials construction, and ensuring the steady quality of undergraduate training. At the same time, the school is committed to breaking the problem and extension of the construction of non -common language majors. It combines the construction of language construction with the country and regional research. Ability, at the same time, have academic ability to carry out the historical culture of the object country and national conditions.

In recent years, the school has continuously carried out the exploration of compound language, compound non -general language talent training model. Talent training is positioned as foreign language skills and discipline professional training, knowledge learning and national conditions research and judgment, professional education and general education, and China Feelings and international vision. Strive to achieve the large -scale and overall development of non -general language construction, create a distinctive and unique non -general language discipline group, and further improve the compound and compound non -general language talent training mechanism.

1. Innovate the cultivation of "Prescriptions Non -Plumbs". On the basis of the cultivation of the "non -general language general language" reciprocating talent training, the school actively explores the talent training model of "Preschool Non -Plumbs" talent training model. During the training process, the learning of common language and non -general language takes into account both, which complements each other, so that students can communicate smoothly with the national government agencies and cultural and educational institutions in general language. National conditions and culture make students a high -level compound language talent with strong cross -cultural communication capabilities.

2. Strengthen the training of non -general language composite talents. The school encourages the departments to use their respective advantages and resources to carry out joint training of cross -hospital departments to explore new paths for cultivating composite talents. In order to meet society's urgent needs for both non -general language of European non -general language and mastering legal knowledge talents in European countries, in September 2016, the school launched the "European Non -General Skills Special Class" project. Relying on the teachers of the school's law school, this project absorbs domestic experts and legal experts engaged in European law research in China. A group of composite talents that are both proficient in the language of the object and have basic European legal knowledge.

3. Promote the joint training of students. As of 2016, the school signed 422 exchange agreements with 292 universities and other institutions in 78 countries and regions in the world, especially in recent years with the Asian -African College of London University, the National Oriental Language and Cultural Institute of France, the National Language University and other well -known colleges and universities have established close cooperative relationships in the world's leading -leading universities. The school sent some non -phrase students to these schools for training. Training of talents in the north.

(News Center)