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校训:立德树人,兼济天下
邓东元教授

一、个人简介

邓东元,1972年生,教授,博士,硕导,加拿大阿尔伯特大学(University of Alberta)访问学者,研究生公共英语教学部专任教师;博士毕业于泰国Suranaree University of Technology外语系ELS (English Language Studies) 专业,硕士毕业于云南师范大学汉语国际教育专业,本科毕业于云南大学外语系英国语言文学专业。

主要研究领域:应用语言学、多语教育、ESP,跨文化交流等,隶属于学院外国语言学及应用语言学和云南少数民族语言文化工程研究中心。

二、教书育人工作成果

坚持育人为本,立德树人。教学层次跨本硕博,本科课程包括:《大学英语综合》《大学英语视听说写》《大学英语读写》《大学英语写作》《跨文化交际》《跨文化交际视听阅读》等;研究生课程包括:《研究生综合英语》《学术交流英语》《英美文化》,MTI《应用翻译》《翻译工作坊》《笔译理论与实践》等;指导3名本科生和14名MTI研究生学位论文;曾兼任党支部书记、教研室主任、系主任、副院长等工作;指导学生获全国大学生英语竞赛NECCS、学术英语写作大赛、“国才杯”英语演讲大赛等国家级奖项二十余项,教学综合考评为优秀,先后获评“红云园丁”“优秀共产党员”等。现任国际核心期刊International Journal of Learning, Teaching and Educational Research (Scopus) 评审专家。

三、主要科研及教研成果

1.主持科研/教改项目11项,部分如下:

[1]中国-东盟语境下西南跨境民族外语基础教育多语种生态研究(19XYY003),国家社科基金项目, 2019-2023.09,在研;

[2]“互联网+”时代高等教育慕课与外语创新教学研究(SKPJ201813),云南省哲学社会科学普及规划项目,2018.04-2021.04,结题;

[3]基于MOOC的大学英语ESP翻转教学研究(AC16013),云南省哲学社会科学教育规划项目,2016.11-2019.03,结题;

[4]大学英语后续课程建设——基于ESP的课程模式研究,省级重点(云南省高等学校大学外语教学改革重点项目),2013.11-2015.11,结题;

[6]中国-东盟语境下西南跨境民族外语“生态学化”研究(SKPYZD201704),校级重点,2018.03-2022.03,结题;

[7]文化哲学视阈下大学英语工具理性与人文走向研究(2015Y087),云南省教育厅一般项目,2015.05—2018.05,结题;

[8]云南省研究生优质课程建设项目:英语拓展——学术交流英语,2020.12-2023.12,在研。

2.参与省厅级科研/教改项目5项,部分如下:

[1]省级人培项目:独龙语语言接触与方言演变机制研究,在研;

[2]省社科规划办项目:霍布斯《比希莫特》一书中的公民政治教育思想及对提高我国公民素养的启示研究,优秀结题;

[3]省教育厅重点:基于职场英语认证(TOEIC)满足国家化卓越工程师培养要求的大学英语课程体系构建和教学模式研究,结题;

[4]省级:四川年鉴社:《四川年鉴2016》精编中文版翻译,结题;

[5]省级:省食品安全研究院:发达国家食品安全经验借鉴研究,结题。

3. 出版学术专著2部,编著(主编)国家和省十二五规划教材及外语教学改革论著3部,部分如下:

[1]学术专著:《现代教育技术与大学外语教学研究》(云南省哲社课题成果),九州出版社(国家一级出版社),独著,26万字,2018,4.

[2]学术专著:《写作、科研与礼仪规则:博士生学术交流课程设计与高等教育国际化研究》,云南大学出版社,合著,30.9万字,2017,8.

[3]第一主编:《跨文化交际视听阅读》,外文出版社(国家一级出版社),云南省十二五规划教材,50万字,2017,2.

[4]第二主编:《新核心大学英语泛读教程4》,上海交通大学出版社(国家一级出版社),外语类国家十二五规划教材,47万字, 2014,7.

4. 发表论文37篇,近5年部分如下:

[1]Dongyuan Deng, Sirinthorn Seepo. Preferential Admission Policies for Ethnic Minority Students in Yunnan: Help or Hindrance. International Journal of Learning, Teaching and Educational Research Vol. 19. 2020. (Indexed in Scopus)

[2]Preferential Admission Policy for Ethnic Minorities in Yunnan, China [C]. Advances in Social Science, Education and Humanities Research (ASSEHR). ATLANTIS Press. (indexed CPCI-SSH, 2018)

[3]基于我国高校外语慕课研究的SWOT分析[J]. 学术探索, 2020, 246 (05):151-156. (B类)

[4]中国教育改革中的慕课(MOOC)发展研究综述(2012-2018) [J]. 昆明理工大学学报(社会科学版), 2019 (019):76-83. (B类)

[5]中美高等教育慕课(MOOC)发展的国际化审思[J]. 昆明理工大学学报(社会科学版), 2018(2):76-81. (B类)

四、获奖情况

近三年各级各类科研/教学比赛/学科竞赛指导教师等获奖情况:

2018-2019:指导2名研究生获全国学术英语写作“一等奖”、“国才杯”英语演讲大赛校“特等奖”,省“一等奖”;

2017-2020:省“十二五”规划教材《跨文化视听阅读》,第一主编,获“2019年校级优秀教材”,“云南省普通高等学校优秀教材”;

2019:年度履职综合考核获评“优秀”;

2020:硕博阶段的《学术交流英语》均获云南省研究生优质课程立项;

2021:学院年度民主评议党员工作获评为“优秀”。

五、博士论文简介

Title:

ETHNIC MINORITY UNIVERSITY STUDENTS’ EFL LEARNING EXPERIENCES IN THE TRILINGUAL CONTEXT OF YUNNAN, CHINA

Abstract:

As a result of modernization and globalization, English has become a global language and it has a high status in China for EFL learners. The rapid socioeconomic development in contemporary China provides opportunities as well as challenges for ethnic trilingual learners to obtain access to higher education with assistance of PAPs (preferential admission policies) after the national college entrance examination (NCEE). Meanwhile, at tertiary level, ethnic minority university students (EMUS) are still confronted with considerable difficulties in English language learning (L3).

In the present study, Research Question 1 and Research Question2 are to justify PAPs and TEP (Trilingual Education Policy) from a social perspective and provide an evaluation of their impact through interviews with different subjects. Research Question 3 is mainly designed to examine the difficulties encountered by EMUS in English language learning (L3) at university and the main factors causing them. Research Question 4 initiates a test to verify whether English language proficiency affects ethnic identities in this increasingly globalized situation or not.

The research project adopted a mixed-methods research approach through a longitudinal view which switched from PAPs at the basic education level to higher education to explore EMUS’ English language learning (L3) difficulties and challenges in the trilingual context of Yunnan province. Simultaneously, horizontal multiple comparisons and analysis were conducted among different ethnicities and with different stakeholders in Yunnan.

Based on the data analysis, PAPs are currently justified in Yunnan’s multi-ethnic social context to ensure equal access to higher education including education rights, opportunities, and resources though PAPs are not the fundamental solution to the ethnic education problem. Besides, the study reveals that TEP (Trilingual Education Policy) helps ethnic minority students to fulfill their dreams and fight for equal opportunities for upward mobility, though the implementation in reality is still far from satisfactory. In addition, the present predicament of Yunnan EMUS’ weak foundation in English (L3) at tertiary level can actually be traced back to their basic education. Finally, the data from eight ethnic groups verifies the fact that English language proficiency is related to ethnic identity at least for certain ethnic groups, if not for all.

At the end of this study, relevant implications and suggestions for future research in this area have been proposed. This type of study may play a small referential role in increasing both the government and educators’ awareness of how to bridge the relevant gaps and how to treat EFL education for ethnic minority students in current modernized and multi-ethnic Yunnan, China.

 

 
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