Abstract: Recently, Shanghai has made major adjustments to its foreign language policy in colleges and universities, and established the corresponding College English Teaching Guidance Committee to implement it. It has formulated the first local college English teaching syllabus in the history of higher education in China. Its purpose is to effectively improve the ability of undergraduates in Shanghai to directly use English for learning, research, and work through reforms, and to increase their international contacts and international competitiveness in their own professional fields. This will basically build Shanghai into an international financial center by 2020. The International Metropolis of International Shipping Center contributes. This paper analyzes the strategic significance of the adjustment of foreign language policies in Shanghai universities and their significance to the development of college English teaching in China.

　　Keywords: Shanghai universities; foreign language policy adjustment; strategic significance

　　I. Introduction

　　Recently, the Shanghai Municipal Education Commission issued the "Notice on the Establishment of College English Teaching Instructors in Shanghai Colleges and Universities" (Cultural Education Commission No. 55 [2012]). "Notice" pointed out that "In order to implement the guidelines for the reform of the medium and long-term education of the country and Shanghai and the development plan, to further strengthen the macro-management and guidance of higher education teaching, to promote college English teaching reform, and to use college English teaching to adapt to Shanghai's economic and social With the important role of development needs and training of international talents, the Committee decided to establish the Shanghai University College English Teaching Guidance Committee. The main task is to “instruct university teaching of English, teaching materials, and faculty, etc., in colleges and universities to improve the direct teaching of college students. The ability to use English for research and work." At the same time, Shanghai University College English Teaching Guidance Committee issued the “Shanghai University English Teaching Reference Frame (draft for comment)” (Cai Jigang 2012), positioning College English as “serving for the professional needs of students and the overall goal of training professionals”, and The college English course system in Shanghai universities was divided into three types: transitional courses, core courses, and elective courses. The contents of their teaching contents were general English, academic English, and general English.

　　This reform means that college English teaching in Shanghai colleges and universities is no longer based on the basic nature of English, but the academic English nature of professional learning services. What is the background of the major adjustment of this foreign language policy? What is the significance to the economic development of Shanghai and even the whole country? What is the significance of the development of college English teaching in Shanghai and even in the whole country? This article intends to discuss these issues.

　　II. Reasons for Adjustment of Foreign Language Policy in Shanghai University

　　1. The needs of Shanghai's economic and social development

　　The "Shanghai Medium and Long-term Education Reform and Development Plan 2010-2012" (abbreviated as "Shanghai Outline", the same below) points out that "Shanghai will focus on promoting the 'Four Leads', accelerate the construction of international financial centers and international shipping centers, and accelerate the economy. Change the development mode and adjust the economic structure, vigorously develop modern service industry and advanced manufacturing industry, continuously enhance the city’s comprehensive competitiveness and international competitiveness, and basically build an international economic center, international financial center, international trade center, and international shipping center by 2020. And the socialist modern international metropolis."

　　Entering the 21st century, Shanghai's international characteristics have become increasingly prominent. As of the end of September 2011, foreign companies have established 237 investment companies in Shanghai, 347 regional headquarters of multinational corporations and 332 multinational R&D centers (Wenwei Po) November 3, 2011). On the one hand, more and more multinational corporations and institutions have settled in Shanghai. On the other hand, more and more Shanghai companies have gone abroad to conduct international cross-border mergers and acquisitions and investments. In recent years, the scale of cross-border mergers and acquisitions by Chinese companies has expanded dramatically, and the areas of mergers and acquisitions are also diversifying. The cross-border M&A footprint of Chinese companies has spread across five continents. According to the statistics of the Ministry of Commerce of the People's Republic of China, the amount of direct foreign investment of non-financial enterprises in China has continued to grow rapidly, from 2.85 billion U.S. dollars in 2003 to 60.07 billion U.S. dollars in 2011, an increase of 20 times, to 132 countries and regions in the world. The 3,391 foreign companies conducted direct investment (China Industry Research Network (http://www.chinairn.com). Among them, Shanghai is ranked in the top few provinces and cities. That is to say, both in and out There is a need for a large number of talents who are fluent in both professional and English.The employers of companies are no longer required to be able to read, write, or read, but to require graduates to have international contacts and international competition in their profession and industry. The ability to require them to immediately take up their own professional-related work in English in the first place, especially in financial, economic, shipping, travel, software, electronic information and machinery manufacturing.

　　However, according to the talent blue book “China Talent Development Report (2010)” released by the Chinese Academy of Social Sciences, the main problem in our country’s universities is that the talent training mechanism is out of line with the needs of society, and personnel training standards are not consistent with social needs. In previous years, McKinsey published a research report (Beijing Morning Post, October 17, 2005), stating that China trains nearly 1.6 million engineers every year, but less than 10 have English skills for multinational companies. %. It is expected that the gap in foreign-related accounting, foreign-related lawyers, foreign-related finance, and foreign-related logistics that can be directly used in English will be 3.25 million (China Talent Report, China Youth Daily, May 29, 2007). As an international metropolis to be built into four centers, the talent gap in this area is even more serious. In order to change this situation, the “Shanghai Outline” proposes two major tasks: (1) “Advancing the internationalization of education is an inevitable choice for Shanghai to build a modern international metropolis. It is necessary to upgrade the level of Shanghai’s education internationalization and build Shanghai into an international educational exchange center. "City", "The proportion of international students in regular colleges and universities is about 15%, basically establishing an international education exchange center city." (2) "Implementing Excellent Talents to Cultivate an Excellent Education Plan" and "Improve students' international communication and competitiveness. Actively introduce and digest foreign advanced curriculum resources, strengthen international understanding education, cultivate international perspectives, know international rules, and participate in international exchanges. international talent".

　　These two tasks mean that the level of internationalization of higher education in Shanghai will be greatly enhanced, and internationalized courses (that is, courses directly taught by foreign experts) will become more and more popular. All English teaching models will be adopted by more and more disciplines and professions. . According to the list of Chinese-foreign cooperative education institutions and projects published by the Ministry of Education on September 21, 2011, China currently has 631 institutions and projects approved by the Ministry of Education for Sino-foreign cooperative education, of which Shanghai has five Sino-foreign cooperative offices. University (excluding the upcoming Shanghai New York University) and 57 Chinese-Foreign Cooperation Offices. This requires that “colleges must establish a comprehensive set of bachelor's and master's degree programs that are internationally competitive and use English as their language of instruction” (Hao Ping 2009). As of the end of 2011, Fudan University's 77 majors have established 63 majors or are planning to offer all-English courses. Among all English courses, general education courses account for 14.5%, arts and sciences courses account for 3.6%, and professional courses account for 81.9%. According to the school’s regulations, future undergraduates’ four-year majors must take at least one English course. Tongji University has 256 English courses. Each year, 100 foreign scholars are introduced to teach at least one semester. Shanghai Jiaotong University has changed the two semesters into three semesters since 2012. During the summer primary period, the school has invited more than 70 professors from top-ranking universities abroad to give classes to students. According to statistics, as of the first half of 2012, Shanghai has produced 180 demonstration-level internationalized courses (in the true sense of English).

　　Under the increasingly popularization of internationalized courses and English-only mode, under the requirements of excellent engineers, excellent legal talents, etc., students of Shanghai universities are increasingly required to directly read professional documents in English and write reviews and papers in English. , Read and discuss papers in English at international academic conferences. According to our survey of 927 students at Fudan University, Shanghai Jiaotong University, Tongji University, and Shanghai University of Finance and Economics in December 2011, 56.5% of all English or bilingual courses have been selected; 69.0% of articles and articles are required to be read in English. The number of lectures or lectures required to be heard by foreign scholars and experts in English is 62.9%, and 58.1% for students studying abroad or studying abroad as exchange students or exchange students; and only 5.0% without any requirements above.