To further improve the quality of national project applications, enhance teachers’ research innovation capabilities and drive the high-quality development of the school’s research work, the School of Foreign Languages held the 2026 National Social Science Project Demonstration Meeting in Conference Room 503 on the afternoon of April 22. The meeting invited Professor Liu Yanyan from the School of Humanities and Social Science, Xi’an Jiaotong University and Professor Jiang Qiuliu from the School of Philosophy, Shaanxi Normal University as demonstration experts. He Hua, Associate Dean of Research, presided over the meeting, which was attended by all teachers planning to apply for various national social science projects in 2026.
Adhering to a problem-oriented approach, the meeting focused on providing targeted guidance on specific issues in teachers’ application documents. During the demonstration, the experts highlighted both common and individual shortcomings in current submissions, including imprecise topic refinement, weak problem awareness, unclear hierarchical structure of research content, indistinct innovation points, inadequate support from preliminary achievements and non-standard textual expression, and put forward concrete revision opinions and improvement suggestions. Participating teachers listened attentively to the feedback and had in-depth exchanges with the experts on key and difficult points in application revision. This highly instructive and targeted meeting not only helped applicants further clarify their revision directions but also boosted their confidence in completing the project application work.
The School of Foreign Languages has always attached great importance to scientific research, taking high-level project applications as a key lever to continuously advance discipline construction and research team development. Going forward, the school will continue to invite experts from inside and outside the university to conduct special guidance and demonstration sessions, injecting new impetus into teachers’ research growth and the connotative development of the school.
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