Theme

Subtopic

Codes and Examples

Overseas study experience will positively affect individual teaching views.

The experience of overseas study will positively affect individual beliefs in education and teaching.

The experience of overseas study makes teachers tend to adopt more scientific and efficient teaching methods.

The experience of overseas study helps teachers to expand the content of classroom teaching.

The experience of overseas study makes teaching styles teachers more suitable to students’ needs.

Education and teaching beliefs: some [foreign] concepts that can really be integrated into our current teaching, such as the concept of cultivating people and the development space of students (15, ZBJ); after the exchange, [I think that] teaching methods and interactive methods must be localized (11, LJX).

Teaching method: [I use] online and offline teaching, that is, teaching combined with the model platform. It must be that the course of ××× during the visiting period opened a window for me (7, CJ); I will have some open discussions, and think, because more teachers abroad also want students to say instead of them [teachers] (13, MY).

Teaching content: From the teaching content, the most obvious thing is that when I talked about a certain chapter before, I didn’t dare to expand too much, because it was difficult to control. After studying in Hong Kong, I have become very proficient in this content, and I will talk about this place in more depth (15, ZBJ).

Teaching style: I was very strict with students before going abroad. After returning, it mainly depends on the students’ [willingness]; if they want to learn more, I will talk to them more (14, WF).

Overseas study experience will promote the sustainable development of individual scientific research.

The experience of overseas study makes individuals hold a more rigorous, serious, and scientific research attitude.

The research motivation and research methods of domestic and foreign university teachers are obviously different.

The experience of overseas study enables individuals to have a relatively solid foundation for preliminary research, which effectively promotes the sustainable development of their scientific research.

The experience of overseas study has a certain adverse impact on the scientific research of returning teachers in the short term.

Research attitude: There is one thing when I come back from Japan. I think it is necessary to be very rigorous in doing things, because the Japanese style is rigorous (4, SHY); some people will do anything to achieve a certain goal at a certain stage, whether in China or in other countries, [which is] not allowed; this is a question of integrity. As for the basic issue of integrity, [foreign countries] are indeed better than ours in China; we must learn and achieve a high degree of integrity (12, MJP).

Research motivation: I especially respected people like our supervisor in Japan at the time. He was already very old, but he continued to teach students and conduct research. He had no plans. Like our research, which is more utilitarian, it is for the purpose of publishing papers and evaluating professional titles to engage in scientific research (5, ZY).

Research method: Cooperation among multiple centers in China is rare, but very common abroad (9, LH).

Scientific research accumulation: I have won five National Natural Science Foundation of China grants, three of which are for my later work on fern research, and two of which were made by the laboratory I visited for the first time (8, CY); foreign teachers are really lifelong researchers. I just said Gilbert Strang (the father of MIT linear algebra), who can do decades of research on linear algebra. Linear algebra is such a boring thing. After studying this for a lifetime, he has achieved the top of the industry (2, CZY).

Short-term adverse effects: I am not very good at writing Chinese [declaration forms], and I am not familiar with domestic customs and rules. Before, when I was a postdoctoral researcher in the United States, I also wrote a lot of declaration forms in English. They just said something and wrote whatever they wanted, but the Chinese [declaration form] I wrote, experts said that I couldn’t write it like this, and the format of the writing did not conform to Chinese at all (1, CJJ).

Overseas study experience has little effect on individual teacher-student views.

Compared with foreign countries, the roles of teachers and students in China are more complex and diverse.

The experience of overseas study has little effect on the interpersonal distance between teachers and students.

The experience of overseas study has a certain influence on the content and method of communication between teachers and students.

Roles of teachers and students: I think [foreign countries] have one point that Chinese education can learned: that is, no matter how poor the students’ ability is, whether they have a foundation or not, the teachers really help them step-by-step in the process of building their knowledge (13, MY).

In the relationship between teachers and students in China, teachers are sometimes like a nanny, sometimes like a consultant, and sometimes like a strict teacher (2, CZY).

Interpersonal distance: I think [the teacher–student relationship should] be relaxed. [After going abroad], I don’t think the teacher-student relationship has changed much, because I have always adhered to this principle. Some things that I don’t agree with abroad, I am not influenced by (13, MY); I have a relatively equal relationship with my students, and there is not much distance. The relationship between me and the students itself is more similar to that of foreign countries, so nothing has changed for me (12, MJP).

Communication content: I communicate with students more about life ideals. I will tell students a lot, such as some of my overseas study experiences, or students tell me what they think (2, CZY).

Communication method: I prefer face-to-face communication because face-to-face communication is more approachable. My overseas study experience [provides me with] a deep understanding of this (2, CZY).

The experience of overseas study enables individuals to more comprehensively and objectively recognize the similarities and differences in the study characteristics of Chinese and foreign college students.

In comparison, foreign college students have a clearer learning purpose and stronger learning motivation.

Foreign college students are particularly fond of exploring, but domestic college students are accustomed to obtaining knowledge directly.

The learning abilities of Chinese and foreign college students have their own areas of advantage.

Learning purpose: [Foreign college students] choose their university majors based on their own interests, but many of the domestic students’ parents want them to major in [a] major (1, CJJ).

Learning motivation: Foreign college students are very motivated to learn, while domestic college students are not active enough to study (13, MY).

Learning method: Exploration is definitely one of the biggest gaps between domestic and foreign students. Foreign students are particularly fond of exploring and researching since childhood, but domestic students are accustomed to obtaining knowledge directly (2, CZY).

Learning ability: Our [Chinese] students are not as good as foreign college students in their comprehensive application ability, ability to apply knowledge in various disciplines, and problem-solving ability. [However,] our students may be stronger in exam ability and solving some static problems (14, WF).