The rapid development of generative AI technology provides an important opportunity for innovation in College English textbooks. This article first reviews the development history of digital textbooks in China and analyzes the potential of generative AI in areas such as dynamic content generation, personalized learning support, multimodal resource integration, and optimization of classroom interactions. Based on the current needs of College English teaching and relevant literature, this paper proposes a framework for the development of novel intelligent digital textbooks in the era of generative AI. This framework includes eight dimensions: textbook structure, textbook form, learning experience, teaching activities, teaching content, cross-disciplinary integration, assessment and feedback, and quality assurance and ethical standards.

生成式人工智能技术的突破性发展为教育领域带来结构性变革。作为典型应用的DeepSeek系统,其在外语教育场景中展现出多维赋能价值:构建自适应学习支持系统,实现语言技能发展的个性化诊断;创设多模态技能发展框架,通过智能对话机制强化跨文化交际能力培养;建立自动化评估反馈体系,运用自然语言处理技术提升教学诊断效度;创新教学设计范式,为教师提供基于大数据的学情分析工具。然而,该技术的教育应用伴随显著的伦理风险与实践挑战:学术诚信体系面临智能代写导致的效度危机,教师专业身份遭遇人机协同的教学权威重构挑战,学生认知能动性呈现技术依赖引发的弱化趋势,以及生成内容存在文化偏误与逻辑谬误等效度偏差问题。研究指出,教育场域的技术治理需建立三重平衡机制:在工具理性与价值理性间构建人机协同的教育生态,在效率追求与质量保障间形成动态监测体系,在技术创新与教育本质间确立伦理审查框架。建议通过开发教师智能教育能力认证体系、构建学生数字素养培育课程模块、完善智能教育产品质量标准等路径,实现生成式人工智能技术与外语教育目标的深度契合,促进语言能力培养与核心素养发展的有机统一。

Textbook research primarily encompasses three major domains: content, consumption, and production (Harwood 2014). Globally, the development of English teaching materials is typically publisher-driven, with hired writers participating in compilation based on publishers’ requirements, often involving professional textbook authors. In contrast, the development of primary and secondary English textbooks in China, while also publisher-led, strictly adheres to mandates from educational administrative authorities and undergoes official professional reviews. Compilers usually consist of researchers paired with frontline teachers. Due to the cross-regional use of textbooks, core compilers are not from the same geographic area nor are they key teaching researchers within the relevant regional educational ecosystem. Such textbook development only begins to impact subject-specific teaching in a region after the materials are put into use.

The development of compulsory education English textbooks in Shanghai has organically integrated stakeholders within the foreign language education ecosystem and critical affordances of the ecosystem. First, compilers study national policies—particularly curriculum standards—analyze existing textbooks (especially exemplary overseas materials), and investigate local realities of foreign language teaching. Second, the textbook development team incorporates core future users, such as district-level teaching researchers and frontline master teachers, into the design and compilation process. Not only does the team incorporate their feedback and suggestions, but these future users also enhance their professional expertise through collaborative workshops and the compilation process. This deepens their understanding of the textbook’s essence, theoretical foundations, and practical applications, thereby laying a solid foundation for subsequent textbook implementation. The compilation process itself embodies interactions, collaborations, negotiations, and mutual empowerment among key stakeholders in the local foreign language education ecosystem. Textbook development is seamlessly integrated with teacher professional development and training for material usage, forming the defining feature of Shanghai’s current compulsory education English textbooks and representing a unique case in international foreign language textbook development. This process has catalyzed a new ecosystem for basic foreign language education, where textbook compilation and ecosystem construction serve as mutual goals and foundations, fostering reciprocal advancement.

As an emerging meta-discipline in translation studies, Transknowletology has developed through three years of theoretical and practical exploration. This study examines its disciplinary institutionalization by analyzing 2022-2025 literature from China National Knowledge Infrastructure (CNKI) using academic historiography and descriptive analysis methods. Key findings indicate: (1) Theoretically, an ontological framework emphasizing “theoretical construction” has been established, enriched through interdisciplinary engagement with philosophical epistemology and sociology of knowledge; (2) Practically, research frontiers have expanded beyond humanistic translation to form specialized paradigms in science, medicine, and law. However, critical gaps persist: insufficient empirical research in natural and social sciences and lack of research on translation historiography and knowledge genealogy. To address these, future directions should focus on: (1) enhancing empirical studies in natural science, social science and interdisciplinary translation. (2) advancing knowledge archaeology through disciplinary translation histories and genealogical mappings to clarify knowledge’s centrality in translational evolution. This article provides a foundational reference for Transknowletology’s disciplinary positioning and strategic development.

《中国英语能力等级量表》(China’s Standards of English Language Ability,下文简称CSE)作为我国本土研发的英语能力量表,为不同学段、不同等级的教、学、测提供了客观量度,也为教材研发与评价提供了重要参考。本文参考CSE考察四套英语专业教材语法项目的分布。通过文本分析,研究发现: (1)四套教材中所编排的语法项目覆盖了CSE3至CSE7;语法项目涉及句式多样性描述语较多,而涉及复杂句式描述语的覆盖频率较低。(2)四套教材语法项目间对CSE3至CSE7的不同描述语的覆盖存在显著差异,缺乏语法项目定级的统一标准。本研究对CSE在教材中的应用研究和英语专业语法教学有启示意义。

This paper, grounded in Marxist view of practice, explores the interaction between subject and object in the process of translation practice. It argues that each stage of translation practice — source text (ST) selection, target text (TT) production, and TT reception — involves a bidirectional movement of subjectification and objectification. Translation practice is a dynamic process where the composite subject of these stages interacts with the composite object through a mediator system. The subject of each subsequent stage takes the outcome of the preceding stage as its object and generates a new outcome that serve as the object for the subject of the following stage. Every translation practice thus unfolds as a dynamic system that develops from ST selection to TT production and TT reception. The ST selector, TT producer, and TT receiver, all integral subjects within this system, jointly facilitate the reproduction of ideas and enable the cross-cultural migration of heterogeneous concepts from the source culture.

With the rise of generative AI, social semiotic multimodality studies face new opportunities and challenges. This paper reviews recent developments in multimodal researches to explore the application and impacts of AI technologies in social semiotics. Our findings show that AI helps overcome methodological limitations in multimodal discourse research, stimulates innovation in multimodal genres, and contributes to a paradigm shift in social semiotics theory—one that considers all communicative elements in the dynamic meaning exchange process. To address AI’s limitations in empathy and multimodal comprehension, future efforts should focus on building harmonious human-AI collaboration, encouraging interdisciplinary work and enriching the interpretation of multimodal discourse theory.

“名正言顺”可谓先哲术语辨析的探幽足迹。近代梁启超面对“旧译之病”提倡“定公译之例”。伴随着学科发展,新术语层出不穷。然而,西方术语尤其是具有学科理论突破的术语译入汉语,长期译名不一,且有的译名无法凸显原术语的核心要义,对于“洋为中用”实在不利。美国新修辞运动时期的著名术语rhetorical situation迄今有四种汉语译名,有的可以追溯使用者的理由,有的仅是沿袭他人用法未有任何说明。通过呈现“修辞情景”“修辞情境”“修辞形势”“修辞情势”四种汉语译名的使用频次和理据,重温原英语术语作者所赋予的特殊内涵,本着尊重原作原义原则,发现“修辞情势”,相对说来,最符合原术语核心要旨。因此,在“约定俗成”未“定”未“成”之时,希望引起译界尤其是修辞学界的重视,以期促进中西修辞研究。

The present study conducts a systematic review of 76 articles related to teachers’ professional development in the context of digital intelligence in foreign language education from 2004 to 2024, aiming to provide insights into the current landscape. By employing the Latent Dirichlet Allocation (LDA) topic model and thematic analysis, the study explores the primary research focuses. Furthermore, it analyzes the types of technology along with their benefits and challenges. The results indicate that: (1) research on teachers’ professional development demonstrates an overall upward trend, despite periodic fluctuations; (2) research topics are diverse, covering various dimensions such as teachers’ knowledge, skills, practices, and training, but insufficiently address emotional aspects; (3) there is a tendency toward homogenization in research design, and the potential of data mining and analysis remains underutilized; (4) while technologies contribute significantly to teachers’ professional development, the dynamic changes in their empowering effects warrant further exploration. Finally, the study offers prospects for advancing teachers’ professional development in the digital intelligence process of foreign language education, aiming to promote its transformation and advancement.

In the context of smart education, digital textbooks represent a key element of textbook development. This study clarifies the concept of digital textbooks in tertiary foreign language teaching and identifies their core characteristics, including intelligent adaptation, cross-temporal and spatial interaction, multimodal interdisciplinary integration, and dynamic value shaping. Then based on an analysis of survey data, the study examines the status quo of tertiary digital textbooks and explores their development pathways from the dimensions of textbook compilation and review, selection, usage, evaluation, and research. The findings aim to provide references for future studies.

Translation is a process that adheres to the standards of “preserving truth, aspiring to goodness, and seeking beauty,” facilitating the cross-lingual and cross-cultural reproduction, transformation, and dissemination of knowledge. In this process, indigenous knowledge not only evolves and ascends in value along the vertical dimension, ultimately emerging, regenerating, and being reconfigured; but also, along the horizontal dimension, it engages itself in cross-cultural “encountering” “mutual appreciating” and “beauty sharing” with other local knowledge systems, leading to the integration and renewal of values, achieving common value, and merging into the ocean of global knowledge. Through a close examination of knowledge emergence from multiple dimensions, we have found that: (1) the translational communication of knowledge is a continuous process of the emergence of new knowledge and well-acknowledged values, and only knowledge that possesses common value can be more readily accepted by the world; (2) there exists a dialectical relationship between the emergence of knowledge and the emergence of value in the process of translation and dissemination; (3) the communication of knowledge unfolds within transphere, sociosphere, and mediasphere, forming three fundamental communication models, namely, the DIKW model based on text, the SECI model centered on knowledge transfer, and the MST model aimed at the emergence of common values.

Translator’s subjectivity is a heated topic in the field of translation studies, mainly from perspectives of Hermeneutics, Eco-translatology, Appraisal theory, Translation Ethics, but lack of enough linguistic account on translating process. This study adopts a new pragmatic theory Socio-cognitive Approach to Pragmatics (SCA) to rethink on this issue, and finds out that some key concepts of SCA like Prior Context, Salience, Egocentrism can well illustrate the cognitive sources, mechanism and features of translator’s subjectivity, Cooperative and Dynamic Meaning Model can reasonably display social relevance and equivalence in translator’s subjectivity, and finally proposes that translator’s subjectivity is an “egocentrism-cooperation” continuum based on subjectivity degree. This research can be viewed as a trial to integrate cognitive factors and social factors, and an alternative perspective in translation studies as well.

The English translation of Wen Fu commenced in the 1940s. Insofar, there have been 8 important English translations. Based on the criteria of “seeking knowledge with truth, determining theme with kindness, and writing with aesthetic feeling” in transknowletology, this paper conducts a comparative study of the two full English translations by Shih-hsiang Chen and Achilles Fang, both of whom are Chinese diasporic translators in the United States, on the four levels of vocabulary, syntax, rhetoric, and discourse, in order to explore the realization of the three aspects of “seeking knowledge with truth, determining theme with kindness, and writing with aesthetic feeling”. The paper reveals that Shih-hsiang Chen aims to spread his concept of Lyricism of Chinese literature to western countries, and influenced by his thought of “poetic translation”, his version mostly adopts domestication strategy, which generally realizes “seeking knowledge with truth, determining theme with kindness, and writing with aesthetic feeling”. Achilles Fang aims to spread the original knowledge of literary theory in Wei-Jin period to the American literary circle, and influenced by his thought of faithful translation, his version mostly adopts foreignization strategy, which mainly reflects the pursuit of “seeking true knowledge” of literary theory in the original text, but it is slightly less satisfactory than Shih-hsiang Chen’s version in “determining theme with kindness” and “writing with aesthetic feeling”. Both translations have made considerable contributions to the global reconstruction of the discourse of ancient Chinese literary criticism.

The proposal of Transknowletology has opened new prospects for translation studies that had long been suffering from a lack of fresh theoretical inspiration. As the principles of translation production and criticism embedded in this new theory, with knowledge at its core, ‘seeking knowledge with truth’, ‘demanding righteousness with goodness’ and ‘re-writing with beauty’ (or in short: truth, goodness and beauty) are rooted in philosophy and implemented in the process of translation. Thanks to their link to both theory and practice, they constitute essential elements on which translation knowledge can build up. As truth, goodness and beauty are originally basic categories from the field of philosophy, their definitions, applications and interconnections within the specific domain of translation must be considered and clarified by those who commit themselves to the development of Transknowletology. The review of the relevant literature suggests that: (1) truth can be understood as the truly sincere attitude with which knowledge is sought after and the true nature of knowledge; (2) goodness can be divided into the superior one consisting in shortening knowledge gaps between different cultures and the inferior one of facilitating target readers in acquisition of local knowledge from other cultures; and (3) beauty can be considered as a quality instrument for shedding light on truth and communicating both subject knowledge and language knowledge carried in source texts; (4) the three ought to be mutually serviceable as ends and means and are often found in subtle and sophisticated interactions. It is hoped that such contributions to the existing interpretations of the threes principles, completely drawn on the researcher’s limited knowledge and experiences, can inspire further inquiries into the topic in question with the final purpose of consolidating the edifice of Transknowletology.

Phrasal complexity represents the advanced stage of learner language development. It is often regarded as an important dimension in the investigation of the effects of macro learner backgrounds and micro task-related variables on language production and related research has accumulated ample findings concerning the statistical distribution of linguistic indices. However, the joint effects of macro- and micro-level variables remain under-examined, and the interpretation of statistical patterns of the complexity indices lacks the support from linguistic theory. Therefore, this study explores the effects of learner backgrounds and task cognitive conditions on EFL learners’ oral phrasal complexity based on the International Corpus Network of Asian Learners of English (ICNALE) (500,000 words). This study establishes a path analysis model combining 5 fine-grained phrasal complexity indices, and investigates the interaction between learner backgrounds and task cognitive conditions (task readiness) through the lens of Halliday’s Systemic Functional Grammar. Results show that the macro-level learner backgrounds generated multi-dimensional effects on oral phrasal complexity while micro-level cognitive conditions interacted with age and affected the expression of interpersonal meaning. This research has converged the effects of macro and micro variables on oral production and provided a functional perspective on the development of learners’ phrasal complexity.

Since 2024, generative artificial intelligence represented by DeepSeek has achieved breakthroughs in Russian language training, providing technical conditions for the digital-intelligent transformation of Russian language education in higher education. This study examines the teaching practice of a Russian language course employing The Way to Russia 1 as its core textbook, systematically exploring implementation pathways and enabling mechanisms of large language models (LLMs) in collegiate Russian instruction under the“AI+HI”framework. Comprehensive analysis reveals that LLM-assisted Russian language education demonstrates three distinctive operational characteristics: multidimensionality, stratification and modality integration. They not only enable personalized modeling of disciplinary knowledge graphs, competency graphs, and problem graphs, but also possess technical potential for optimizing teaching lesson plans and assisting instructional activity design, achieving dual empowerment in both macro-level curriculum construction and micro-level instructional design. Through positive human-machine interaction adhering to the principles of “people-oriented” and “learning-oriented”, the integration of LLMs has effectively enhanced students’ comprehensive Russian language proficiency and intercultural communication skills, laying a crucial foundation for Chinese youth to better tell Chinese stories on the international stage.

Based upon grammatical, pragmatic, and rhetorical competence, and pragma-rhetoric, an emerging interface study of pragmatics and rhetoric, with its Pragma-rhetorical Principle and its corresponding framework for analysis, this paper forwards the binary opposition of pragma-rhetorical competence vs pragma-rhetorical failure. Pragma-rhetorical competence encompasses all pragmatic competence, all rhetorical competence, most of grammatical competence, communicative competence, discourse competence, strain capacity (adaptation competence), humour competence etc. entailing effectiveness of verbal and non-verbal expressions, reaching thought-emotion-kinesics-speech-act effectiveness and harmony, agreeing with the requirement of the Pragma-rhetorical Principle, and making few pragma-rhetorical failures. Eight criteria for pragma-rhetorical competence are set up. It is maintained that all people are supposed to boost their pragma-rhetorical competence in the eight facets whilst avoiding pragma-rhetorical failures of various types. The last section is an analysis of a series of cases of pragma-rhetorical acts by way of the Pragma-rhetorical Principle and its framework.

在信息技术飞速迭代的当下,技术革新已成为推动在线教育快速发展的强大引擎。大学英语教育作为高等教育体系中的关键组成部分,亦深受其影响。然而,目前针对英语在线课程质量的评估仍缺乏科学、系统的测量工具,难以全面反映其教学成效与发展潜力。因此本研究旨在开发与验证一个用于评估英语在线课程质量的满意度量表,为科学评估此类课程的教学效果提供依据。该量表包括涵盖教学平台的功能性、课程设计的合理性、教学效果的有用性和课程推广的意愿性四个关键维度。通过验证性因素分析,进一步确认了量表的结构,结果表明,该量表可作为评价英语在线课程满意度的可靠工具,有助于提升教学质量并优化在线教育平台的功能设计。

Local Grammar for compound lexical items, proposed within corpus linguistics, is a theory of lexical grammar. It not only systematically describes the internal structure of such items but also methodologically unifies lexis, grammatical structure and meaning, thereby holding significant implications for foreign language teaching. However, systematic research and pedagogical applications of this theory remain scarce. This study begins by clarifying the distinctions between local grammar for compound lexical items, pattern grammar, and function-oriented local grammar. It then employs examples to illustrate how this local grammar systematically characterizes the structural features of compound lexical items and reveals their intrinsic relationship with meaning. This study further explores the approach and practical pathways for applying compound lexical items and local grammar to foreign language teaching. It focuses on the construction of compound lexical item lists and the design of hands-on teaching procedures, while also proposing preliminary teaching content and activities integrated with artificial intelligence. This study opens a new dimension in research on corpus-assisted foreign language teaching and offers valuable insights for deepening the integration of corpus linguistics into pedagogical practice.

The teaching concept of ideological and political education in college English courses has been promoted for more than four years, yet there has been a lack of an effective teaching evaluation scale. Most of the existing scales are derived from the macroscopic educational fields of non - English disciplines, which are difficult to meet the teaching needs of ideological and political education in college English courses and fail to provide effective guidance. Therefore, the development of an applicable evaluation scale is urgently needed. Based on two important documents, namely “The Guiding Outline for the Construction of Ideological and Political Education in Institutions of Higher Learning” and “The College English Teaching Guide”, this study utilizes the emotional experience (perezhivanie) framework in sociocultural theory to construct a scale for the effectiveness of ideological and political education in English courses. In Sample 1 (N = 500), an exploratory factor analysis was used to form a scale with 33 items. In Sample 2 (N = 504), a confirmatory factor analysis was employed to verify the good fit of the four - factor structure, and confirm the internal consistency of the scale and the measurement consistency across genders. This study provides a scientific measure for the teaching reform of ideological and political education in college English courses and offers a valuable reference for subsequent research.

Children’s picture books are important resources and tools of children’s education. Based on the identity discourse construction theory, this paper uses visual grammar as a theoretical framework, selecting 30 Caldecott Award-winning picture books related to fatherhood as the corpus. It employs the three subsystems of interpersonal meaning in visual grammar: the focus system, the emotional system, and the atmosphere system to explain the construction of fatherhood identity. The research finds that the types of fatherhood can be divided into two main categories: interactional identity and personal identity, encompassing both positive and negative aspects, with the former being significantly more prevalent than the latter. The multi-dimension of fatherhood reflects changes of father identities, the diversity of intimate relationships and the redefinition of masculine traits and fatherhood. This study aims to provide an academic reference for the research of children’s picture books and the creation and promotion of local ones.

While moral and political education for university students becomes more and more crucial in recent years, this study aims to explore the practical way of moral and political teaching in translation courses. According to the functions and mechanisms of Intrinsic Motivation in Self-Determinism Theory, the paper puts forward a hypothesis of closed-loop circulation among Collaborative and efficient interaction between teachers and students, and among students,Enhancement of Learning Autonomy and Improvement of Intercultural Communicative Competence, based on which a three-step circular interactive teaching mode of Independent Learning of Pre-class Assignments, Knowledge Internalization in Class Activities, and Communicative Competence Development through Extracurricular Translation Practices was constructed. Furthermore, teaching effectiveness was quantitatively analyzed by Five-point Likert Scale which shows that the teaching approach can effectively stimulates students’ intrinsic motivation to learn, improve their communicative skills and cultivate them with good values and moral integrity.

Drawing on theoretical basis of foreign language education studies, this paper analyzes the practice and reform of a pre-service foreign language teacher education course — Introduction to English Language Studies — offered for undergraduate education majors at the University of Macau. It explores the reciprocal relationship between foreign language education studies and foreign language teacher education, and systematically analyzes the course’s design, content, and learning feedback from pre-service English teachers. During two years of teaching practice and innovation, the course features a series of targeted pedagogical activities and strategies, in order to guide pre-service teachers to explore the origin, meaning, and development of the English language in depth, along with its application and influences in instructional and social contexts. The course also lays a solid foundation for pre-service teachers to systematically study language theories and teaching methodologies by cultivating their multilingual language awareness and critical thinking abilities. Meanwhile, it further catalyzes their in-depth reflection about their identities as both language learners and future teachers. Overall, the paper discusses key issues of curriculum reform of foreign language teacher education in depth and sheds new light on the current practice and research of teacher education.

International and Regional Studies with Chinese characteristics is an emerging interdisciplinary field dedicated to serving national strategies, focusing on comprehensive research into the politics, economies, and cultures of countries worldwide. Its formal designation as a first-level discipline in 2022 marks the beginning of its systematic construction. Centered on a “government-industry-university-research-application” collaborative mechanism, it fulfills four key functions: informing policy, advising businesses, enlightening the public, and cultivating talent, all aimed at constructing an autonomous knowledge system with Chinese characteristics. By integrating resources from universities and think tanks, it promotes talent development and theoretical innovation, and emphasizes mutual learning among civilizations and a balanced, pluralistic methodology, with a view to breaking through Western-centric paradigms, supporting the Belt and Road Initiative and national foreign strategies, and contributing Chinese wisdom to global governance.

Drawing on the theoretical framework of transknowletology, this study investigates the application mechanisms and effectiveness of parallel corpora in translating legal terminology from The Civil Code of the People’s Republic of China (hereafter the Civil Code). By constructing a Chinese-English parallel corpus and comparatively analyzing four authoritative translations (from the Legislative Affairs Commission, HeinOnline, the NPC official website, and PKU Law Database), the research yields the following findings: At the linguistic level, all translations show considerable consistency in basic lexical and syntactic features, effectively reproducing the stylistic conventions of legal English. While variations exist in the usage of high-frequency formulaic expressions, overall adherence to the target language’s legal textual norms is evident. Regarding key civil subject terms, translators predominantly employ literal translation for terms with direct equivalence to ensure conceptual accuracy. For culturally specific or conceptually non-equivalent terms, translators adopt explanatory translation strategies to reconstruct cross-system legal knowledge, aiming for functional equivalence in the target context. The findings demonstrate four critical functions of parallel corpora: providing normative references, identifying conceptual gaps, assisting translation strategy selection and validation, and maintaining terminological consistency. These functions enable translators to overcome systemic legal differences and realize accurate conceptual transmission and functional equivalence under the principles of accuracy, appropriateness, and stylistic conformity. The research offers corpus-based approach for translating the Civil Code and enriches the theoretical research of legal translation from a transknowletology perspective.

在国家话语意识与跨文化能力日趋受到关注的同时,“中国文化失语”问题依然凸显,警示着英语作为国际语(EIL)视阈下审视跨文化教育与国家话语传播能力关联性及其战略意涵的紧迫性。解析文化语言学的发展渊源及其核心概念可发现它对传统跨文化教育的重大启示: 跨文化教育不是跨文化交际学的教学,当前跨文化教育存在着对跨文化能力认知的偏颇及对中国英语变体作为国家话语及跨文化交际载体本质的认识不足。基于探讨理想的跨文化教育模式,可以得出结论: 以文化语言学为学科引领,超越唯目标语及其文化为标准的单向模式,兼顾英语的全球化与本土化语境对于培养作为国家话语传播能力有机组成部分的跨文化能力具有重大的战略意义。

The 24 Solar Terms, as an outstanding traditional Chinese culture and a UNESCO Intangible Cultural Heritage of Humanity, hold crucial significance in their English translation for promoting international dissemination of this calendrical knowledge. Nonetheless, there has not been a universally accepted and adopted English translation version. Transknowletology clears that the essence of translation lies in the transfer of knowledge and views translation as a process of global recognition of local knowledge, which not only creates a new path for translation studies, but also provides methodological guidance for translation practices. This study, grounded in Transknowlogy and guided by its translation principles of “truth, virtue, and beauty”, examines the similarities and differences, merits and demerits of five representative English translations of the 24 Solar Terms. Through comparative analysis, it proposes optimized translation recommendations conducive to knowledge transfer, aiming to enhance global recognition of this temporal knowledge system and facilitate the international dissemination of traditional Chinese culture.

“让世界了解中国”标志着新一轮外语教育改革的方向,也对外语人才的文化传承和传播能力提出了更高的要求。唯有通过文化塑人才能解决“中国文化失语”“文化身份模糊”等外语教育中的诸多问题。柏拉图的“洞穴喻”隐喻有助于揭示当前外语教育领域正在经历的转变,即从重视教学形式转向注重“德性”的培养。外语教师应深入思考推动这一变革的思政因素,并在此基础上构建外语人才所需的文化知识体系。在此过程中,中国哲学文化,尤其是“道家”和“儒家”的思想,将对于“德性”的培养起到至关重要的作用。教师应当深入理解并运用这些思想。

National rhetoric is essentially a practice of constitutive rhetoric and is closely related to its core assumptions and areas of study. The construction of national rhetorical competence in the field of science and technology communication is an important part of national rhetoric, which directly determines the international communication effect of China’s science and technology development and the construction of national image. Starting from the perspective of constitutive rhetoric theory, this article analyzes three aspects related to the construction of national rhetorical competence in science and technology communication, including national rhetoric awareness, goals and strategies, and focuses on discussing the ways to implement national rhetorical strategies from three aspects: the value identification strategy of constructing a rhetorical ecology integrating science and technology and culture, the opposition identification strategy of challenging the “Western-centrism” discourse pattern, and the style identification strategy of creating a constructive journalism style with Chinese characteristics. In the current situation of global science and technology competition, the theoretical and practical research on national rhetorical competence in the field of science and technology communication will be further emphasized.

Chinese mythology, as a vital cultural gene, has exerted profound influence on the formative process of Chinese civilization. While Chinese myth studies constitutes a vibrant and evolving academic field, research on its translation remains at its preliminary stage. This study, employing primarily qualitative methods, critically examines the current state of Chinese myth translation research, and identifies its key limitations. Building upon this analysis, it proposes and originally argues for the “Concept of General Chinese Myth Translation”. Grounded in indigenous Chinese mythological scholarship, this Concept draws upon the foundational idea of “General Chinese Myth” as its conceptual bedrock, while referring to the inherent logic that underpins the latter’s landmark impact on the development of Chinese myth studies. Within this framework, the paper defines the scope of textual objects for “General Chinese Myth Translation Studies”, discusses its holistic research transformation, and offers basic research dimensions to promote the systematization of the field as a whole.

Along with the rapid developement of artificial intelligence (AI), the boundary between AI and human beings has become an urgent research issue in transknowletology. Centering upon this issue, philosophical reflection and thought experiments are employed to examine knowledge translation from the perspective of human studies, aiming to reveal the fundamental distinctions between human beings and AI. Translation is not merely a process of linguistic conversion; rather, it constitutes an act of meaning negotiation and knowledge generation, grounded in subjectivity and intersubjectivity within specific contexts. Human beings possess the capacity to dynamically comprehend and produce “emergent knowledge”—that is, knowledge which arises instantaneously during translation and is highly dependent on situational and communicative factors. In contrast, AI currently lacks genuine self-awareness and the ability to be engaged in intersubjective interactions, leaving it unable to autonomously generate or fully grasp emergent knowledge. Therefore, the essential distinction between AI and human beings lies in the latter’s ability to generate emergent knowledge through subjective and intersubjective processes. This capability not only represents a core feature that differentiates human beings from AI, but also ensures the irreplaceable role of human beings in the interpretation of meaning and the creation of knowledge.

Technical terms in Tian Gong Kai Wu are essential carriers of ancient Chinese sci-tech culture. With the combination of the evaluative model based on translator behavior and the perspective of “thick translation”, this paper describes and compares the translators’ behavioral dispositions of the English version by E-tu Zen Sun and Shiou-chuan Sun on the notes of technical terms. It is concluded that the behavioral dispositions of Sun’s on the notes concerned are categorized into three types, containing intra-pragmatism, intra-extra-pragmatism and extra-pragmatism based on intra-truth-seeking due to the confinement of internal and external translation factors. It is noted that intra-translation behavior occurs in both internal and external texts, in which notes in external texts are information-oriented, containing explanatory notes, referential notes, comparative notes, explanatory misinterpretations or the mixture; while extra-translation behavior occurs mostly in external texts, in which the notes are research-oriented, containing exploitative notes, evaluative notes and controversial notes. Based on this research, extensions could be made in both the subjects of studies on English versions of Tian Gong Kai Wu and the theoretical framework.

While research on national consciousness has made significant progress, existing studies largely focus on national identity and its cultivation, often overlooking the deeper dimensions of the state’s consciousness—such as national will, national consciousness, and the unconscious of the state. Addressing these critical issues requires an interdisciplinary approach, drawing on philosophy, ethics, political science, history, and (comparative) literary and cultural studies. This article, grounded in the realities of contemporary global ethical and political challenges, identifies the central task of national consciousness research in this transformative era: to explore forms of social organization that better serve humanity’s future development. The ultimate goal is to transcend existing national systems and national consciousness, envisioning new forms of human community based on the concepts of “co-being” and “supersubjectivity”. Such research must adhere to principles of reflecting on present realities, prioritizing the well-being of the global populace, and maintaining a critical, holistic perspective. By employing dialectical and integrative methodologies, this study seeks to draw insights from global critiques of humanity’s current state and collective imaginations for the future, ultimately proposing social organizational forms and modes of interaction conducive to humanity’s long-term development.

With the rapid development of educational robotics technology, numerous empirical studies have explored its applications in higher education. This paper provides a systematic review of 41 empirical studies on the use of educational robots in higher education, analyzing them from five dimensions: the distribution of academic disciplines;the types, functions, and roles of robots in educational settings;the purpose of robot applications;the types of data collected and the reported effects of robot applications;and the identified issues and challenges. The analysis revealed five major academic disciplines, four types of robots, three application roles, four application purposes, five types of research data, four aspects of application effects, and three categories of issues and challenges across the studies reviewed. Based on these findings, this paper further explores the prospects of educational robots in higher education, with the aim to provide directional guidance for future research and practice.

为了科学有效地考察诗歌翻译在文本内外层面的意义是否转移到了目的语中,本文从知识翻译学出发,聚焦诗歌知识的人文性、社会性和科学性,构建了诗歌翻译评价的知识模型,提出了真善美的翻译评价标准。随后选取了日本著名俳人松尾芭蕉的名作《閑かさや》及Donald Keene的译文来检验评价模型的有效性。通过验证发现,Keene的翻译在诗歌知识的跨语言转移层面取得了成功,在诗歌意义的跨文化接受层面也取得了一定的成功,证明了该模型的科学性和有效性。另外还发现,Keene的译文在文本外层面取得的成功,主要得益于俳句在西方世界的百年传播,使得源语读者与目标语读者共享了与俳句有关的知识,打破了社会文化的不可通约性,跨文化传播取得了较好的成效。

As China’s knowledge production expands, the demand for the globalization of local knowledge intensifies, promoting deeper and more diverse engagement. Cross-cultural scholarly communication creates opportunities for local knowledge to enter the global system, yielding remarkable results. Translation plays a vital role in facilitating scholarly communication by mediating differences between local and global discourse systems. This process addresses incongruencies in knowledge traditions, cultural contexts, and discourse styles, challenging translators to make careful choices that weigh potential losses against gains towards effective communication. Consequently, they often find themselves in a dilemma between preserving local traditions and embracing innovation.

The integration of GenAI into translation training is calling for the optimization of feedback mechanisms to enhance learner engagement. This study investigates the influence of feedback modality (GenAI-only feedback vs. GenAI-instructor collaborative feedback) and feedback complexity on learners’ emotional, cognitive, and behavioral engagement, as well as on the quality of subsequent revisions. Twenty-four senior undergraduate students completed a literary MTPE task incorporating typical rhetorical devices. Data were obtained from their revised outputs, questionnaire responses, and semi-structured interviews. Our findings reveal that: (1) collaborative feedback significantly enhanced three dimensions of engagement and revision quality; (2) learners favored concise and contextually relevant feedback, indicating that feedback complexity should be dynamically tailored to task characteristics and individual learner profiles; and (3) the interaction between emotional and cognitive engagement facilitated more effective revisions. Overall, collaborative feedback demonstrated superior credibility, comprehensibility, and actionability compared to GenAI-only feedback, thereby fostering learner engagement more effectively. This research offers empirical evidence for refining feedback mechanisms in MTPE instruction in the era of AI and provides practical insights for the design of intelligent, human—machine collaborative educational strategies.

Generative artificial intelligence (GAI) is reshaping the fundamental paradigm of translation. Its gains in efficiency starkly contrast with unsettled ethical practices. Drawing on Chesterman’s ethics of commitment, communication, and service, this paper identifies three persistent paradoxes in the GAI-mediated translation arena: suspended responsibility attribution, dissipation or distortion of cultural information, and the erosion of translators’ professional agency. Specifically, blurred duties give rise to dual disputes over error liability and intellectual-property attribution; mechanized communication increases the risks of contextual collapse and cultural misreading; and service instrumentalization obscures translators’ value while weakening user transparency and informed consent. To restore balance, the study proposes a governance agenda comprising: (a) robust mechanisms for delineating accountability across developers, platforms, translators, and clients; (b) cultivation of AI-enabled cultural translation competence to mitigate bias and preserve diversity; and (c) translator-centered human-AI collaboration that embeds expert oversight across the workflow. The paper argues that the sustainable evolution of GAI in translation hinges on re-balancing instrumental rationality with value rationality, thereby establishing a trustworthy ethical framework that safeguards quality, fairness, and public confidence.