德国汉学家顾彬跨文化研究平议

德国汉学家顾彬的跨文化研究旨在遵循通过＂异域＂、反观自身的学术路径,力反在一切文化中寻找相同结论的普遍主义思想。对中国文学的研究立足于具体的历史文化语境,注重历史文化的差异性和独特性。对中国文学史的撰写强调以文为本,侧重于＂语言＂＂形式＂的探索,力图实现文学史与思想史的结合。他力避欧洲中心主义,试图以世界性眼光考量中国作家作品,这对于中国文学如何在世界发出自己的声音,颇具有警示意义。只有弄清顾彬这种跨文化研究的出发点、具体内涵及其所体现的价值与意义,才能与顾彬保持平等而宽容的对话。     

论自我教育在大学新生适应教育中的实践

本文通过对贵州大学202名新生进行开放式问卷的调查研究,总结分析了学分制下大学新生出现的不适应现象,并有针对性地提出了一些教育引导的对策和方法。自我教育作为教育的最高境界,是培养人才的有效手段,也是自我成功的必要条件。高校应该紧紧抓住当今大学生的时代特征,全面、高效地开展大学新生自我教育,促使其更好更快地适应大学生活。     

解析电影《我们的家庭婚礼》中的文化差异与融合

跨文化冲突是不同性质的文化之间的矛盾性表现。美国电影《我们的家庭婚礼》讲述的是美国洛杉矶两个不同民族出身的美籍家庭在筹备儿女婚礼过程中,由于不同的文化而引发的种种矛盾和伤害。本文从民族主义和家庭建构的角度,对影片中的误解和冲突进行分析,试图寻求解决和避免文化冲突的方法。     

关于跨文化交际能力培养融入医学英语教材建设的探索——以《剑桥医学英语》为例

本文基于医学生跨文化能力的构成,从跨文化交际的角度分析《剑桥医学英语》教材的编写特色,探索跨文化交际能力培养融入医学英语教材的途径。     

Rapid phenotypic evolution with shallow genomic differentiation during early stages of high elevation adaptation in Eurasian Tree Sparrows

Known as the ‘third polar region’, the Qinghai-Tibet Plateau represents one of the harshest highland environments in the world and yet a number of organisms thrive there. Previous studies of birds, animals and humans have focused on well-differentiated populations in later stages of phenotypic divergence. The adaptive processes during the initial phase of highland adaptation remain poorly understood. We studied a human commensal, the Eurasian Tree Sparrow, which has followed human agriculture to the Qinghai-Tibet Plateau. Despite strong phenotypic differentiation at multiple levels, in particular in muscle-related phenotypes, highland and lowland populations show shallow genomic divergence and the colonization event occurred within the past few thousand years. In a one-month acclimation experiment investigating phenotypic plasticity, we exposed adult lowland tree sparrows to a hypoxic environment and did not observe muscle changes. Through population genetic analyses, we identified a signature of polygenic adaptation, whereby shifts in allele frequencies are spread across multiple loci, many of which are associated with muscle-related processes. Our results reveal a case of positive selection in which polygenic adaptation appears to drive rapid phenotypic evolution, shedding light on early stages of adaptive evolution to a novel environment.     

如何对待教学中学生的个体差异 ——从适应到超越

学生的个体差异是教育教学活动应考虑的重要方面之一。因材施教被认为是应对教学中个体差异的有效方法。在对个体差异的涵义和变量进行分析的基础上,对因材施教这种以适应为主处理个体差异的教学思想和策略进行了反思,并提出要在承认差异,尊重差异的前提下,以形成学生的主体性为根本,在适应的基础上逐步超越学生的个体差异,以促进全体学生的全面发展。     

Genomic diversity and post-admixture adaptation in the Uyghurs

Population admixture results in genome-wide combinations of genetic variants derived from different ancestral populations of distinct ancestry, thus providing a unique opportunity for understanding the genetic determinants of phenotypic variation in humans. Here, we used whole-genome sequencing of 92 individuals with high coverage (30–60×) to systematically investigate genomic diversity in the Uyghurs living in Xinjiang, China (XJU), an admixed population of both European-like and East-Asian-like ancestry. The XJU population shows greater genetic diversity, especially a higher proportion of rare variants, compared with their ancestral source populations, corresponding to greater phenotypic diversity of XJU. Admixture-induced functional variants in EDAR were associated with the diversity of facial morphology in XJU. Interestingly, the interaction of functional variants between SLC24A5 and OCA2 likely influences the diversity of skin pigmentation. Notably, selection has seemingly been relaxed or canceled in several genes with significantly biased ancestry, such as HERC2–OCA2. Moreover, signatures of post-admixture adaptation in XJU were identified, including genes related to metabolism (e.g. CYP2D6), digestion (e.g. COL11A1), olfactory perception (e.g. ANO2) and immunity (e.g. HLA). Our results demonstrated population admixture as a driving force, locally or globally, in shaping human genetic and phenotypic diversity as well as in adaptive evolution.     

Learning and adaptation with regard to complementary medicine in a foreign context: Intercultural experiences of medical students from different cultural backgrounds

Little is known about challenges and transition that medical students from different cultural backgrounds face with regard to complementary medicine (CM). This paper explores such students’ experiences and perspectives of socio-cultural and academic difference with regard to CM and experiences of intercultural relations. Using a constructivist grounded theory approach, 30 in-depth qualitative interviews were conducted with medical students across 10 Australian medical schools. The data were rigorously analysed through a systematic process of coding, categorisation and theoretical development. The findings indicate that students adapted considerably to the host culture. Students with Western backgrounds integrated better socio-culturally and academically compared to students with non-Western backgrounds. Although nationality represented cultural identity, students’ construction of cultural difference was informed by their perception of diverging value systems within the specific educational environment. These values were, in turn, reflected in students’ reported behaviours, attitudes, and levels of engagement in socio-cultural and academic aspects of university life. Adaptation employed by students was evidenced largely due to their conflicting sense of responsibility towards familial culture regarding CM and focus on fitting in. While students’ tendency to gravitate towards cultural peers was evident, most students adapted to their host environment regarding CM to fit into normal intercultural encounters during medical school. In conclusion, students’ intercultural contact with regard to CM was both complex and problematic. At a time of significant diversification within the higher education student body, this paper highlights the role medical education institutions can play in fostering intercultural and academic guidance and support.     

Cultural Identification and Religious Identification Contribute Differentially to the Adaptation of Australian Adolescent Muslims

Australian Muslims are generally perceived as a devalued group in Australia and the public attitudes towards them are generally negative. This context raises questions about belonging and adaptation among Australian adolescent Muslims. The current study investigated how adolescent Muslims relate to their heritage culture, religion, and Australian culture, and which of these three factors is most important to adolescent Muslims’ psychological and socio-cultural adaptation. The study employed a mixed-method design. A total of 321 high school Muslim students (149 males and 172 females) aged between 14 and 18 years completed self-report questionnaires, and a subset sample of 18 students in the same age range, evenly split between males and females, participated in semi-structured interviews. The study revealed a hierarchical pattern of identification among Australian adolescent Muslims, with attachment to their religion being the most important, followed by heritage culture identification and being Australian in third place. Australian adolescent Muslims’ religious identification was perceived overall as more crucial to their socio-cultural and psychological adaptation, than their heritage culture identification or Australian identification. There was an overall modest contribution of Australian identification to adolescent Muslims’ adaptation. This might be connected with the relatively less attachment they show to their Australian identity due maybe to perception of being the target of prejudice, an issue that can be addressed by implementation of prejudice reduction strategies.     

翻译方法与文化渗透

从翻译方法的认知与发展视角,来认识翻译中"异化"与"归化"的问题,可以看出语言文化的多样化是势不可当的,翻译应顺应时代发展的要求,进行语言再创造,在读者接受的基础上,接纳和吸收外来文化,以促进本土文化和文化交际.翻译的方法不是一成不变的,不仅要注重原作的语言文字,更要注重渊源文化和本土文化的融和与渗透.