Because the research object of comparative literature is literary discourse or literary phenomenon, it needs to be based on the literariness of literary phenomena or facts, and cannot be separated from the level of language art or poetics, and history, philosophy and religion should be used instead of aesthetic phenomena. The following is what I arranged for you for your reference.

Fan: An Analysis of the Turn of China's Comparative Literature

On the road of its growth, China's comparative literature has experienced the process of learning from the West, opening to the outside world, paying attention to its own literary problems, and then turning to the East. However, regression is not retrogression, but a good trend of continuous maturity and development as a new discipline. The academic circles are contending with each other on many issues, such as opening and retreating, cultural research or literary research, aligning with the west or turning to the east, and so on, holding the fence and framework to measure the "degree" of comparative literature, which makes comparative literature develop and prosper in a balanced way.

Keywords: comparative literature; Opening to the outside world; Literariness; Back to the east

Today, the cross-border color of comparative literature is bright and the breadth of tolerance is obvious to all. Under the nourishment of openness and internationality, the tree of ethnic exchanges is increasingly prosperous. However, there are also some problems in the development of disciplines, such as the increasingly generalized boundaries of disciplines, the imperfect theoretical system, the solidification of innovative thinking, and the western theoretical interpretation being reduced to footnotes due to the lack of foothold in the study of comparative literature in China, which has caused comparative literature to experience a profound and serious crisis. In this respect, the trend of comparative literature has always been the focus of academic attention. The first "High-level Forum on Comparative Literature and World Literature" in China proposed that China scholars should find their own national culture and construct a new cultural context together with other cultures, thus forming the proposition of cultural consciousness. Ye Shuxian also said in the article "On the Eastern Turn of Western Thought" that "the interest points of comparative literature scholars have shifted, thus showing a directional shift from the west to the east". In a sense, the problem of "the turn to the east" has a double subversion, which not only subverts the knowledge status of western chauvinism, but also questions its basic assumptions and ways of thinking in social science, thus triggering a craze for people to explore unique local cultural resources. Therefore, in view of the lack of independence and autonomy of the school of comparative literature in China, the academic circles have basically adopted the practice of seeking future development from the interior of oriental culture and literature itself. This "inward turn" has become a trend, reversing the trends of communication and communication such as the "cultural" turn, the "translation" turn and the "anthropological" turn of comparative literature, and dredging the international river of comparative literature in both directions. This paper aims to summarize and sort out the important documents in the transition period and outline a turning line of comparative literature in recent years.

one

Since its establishment, China comparative literature has established the strategic policy of "going out". At this time, the discussion focused on some basic issues such as whether the discipline construction is reasonable, what is the subject ontology, and the name and reality of comparative literature. At the same time, some nationalists throw out sharp propositions such as "don't forget the quintessence of the country, the national is the world's", challenging the direction that comparative literature has temporarily lost because of its youth. The China School's response is to absorb the academic system and research methods of the French influence school and the American parallel research school while maintaining the traditional cultural characteristics, and at the same time create its own analytical research to interpret China literature with western theories, thus promoting the internationalization of China literature. As Cao Shunqing predicted: "In the construction of cultural soft power, nationalization has also opened up an effective research path for us. At present, if we want to enhance China's cultural soft power, we must conduct in-depth research on the two wings of soft power-'belt' and' send', explore the law of cultural development and innovation, and analyze the law of cultural communication that can not only enhance our cultural resource base, but also enhance our cultural influence. " [2]

It can be seen that scholars of comparative literature are indeed insightful. Based on the fundamental characteristics of comparative literature in the research process, it can be said that without openness, comparative literature itself is unsustainable. Openness is the source of power for comparative literature. There are three academic authorities who undoubtedly promote the development of comparative literature in the future. First, Mr. Le Daiyun, the academic leader of comparative literature in China, proposed that comparative literature research should pay more attention to the "new humanistic spirit" in the current period of cultural transformation, that is, based on the idea of "harmony but difference" in cultural traditions, vigorously promote the exchange of different cultures in the world and achieve diversification. Secondly, Professor Wang Ning pointed out in his book Comparative Literature, World Literature and Translation Studies that under the current background of economic globalization and international integration, humanities scholars should fully conform to this trend and promote the internationalization of China's culture and literature. Thirdly, Professor Meng, the doctoral supervisor of Tianjin Normal University, said in his paper that from the perspective of cultural pluralism, people try to change the situation that national literature dominates the world by emphasizing the diversity of different national artistic expressions. Cultural exchanges and contacts between ethnic groups are extremely powerful in the era of globalization by eliminating the reaction of nationality. Therefore, the new ethnic dispersion and ethnic integration have also formed a force that impacts the nation [3].

He believes that the premise of a nation's establishment is to have the same language, unique cultural tradition, cultural complex and accumulated aesthetic standards to a certain extent. Cultural globalization just wants to wash away all this. It allows people to learn about other cultures through various media, imitate other cultures, and learn each other's language and characters in the process, so as to get to know each other better. However, in the process of communication, the preferences and aesthetic standards of the cultural strong, which have become the mainstream, often impact the minds of the cultural weak to a great extent, thus causing their academic mentality to be unbalanced and forgetting their research foothold in blind learning. This issue deserves attention, because it rings the alarm of the opening of comparative literature, and the academic circles should reflect on the "degree" of opening up and the "quality" of their own research. In the process of cultural exchange, in the eyes of the powerful "Other", China's comparative literature was despised and distorted by Eurocentrism, and Amen Li Du's interpretation method was regarded as a footnote rather than a school. In the development of China's comparative literature, we should face up to its problems. First, because the discussion method relies too mechanically on the theoretical analysis of literary discourse, it is easy to become a footnote of advanced western theories, and it also limits the innovation of academic research methods. Therefore, some scholars believe that the study of comparative literature should focus on its own "literariness" and turn to the cross-cultural characteristics of comparative literature, that is, cultural turn. Ye Shuxian believes that comparative literature has the important characteristics of cross-language and cross-discipline, so it can accept the theoretical information from the outside world earlier, and grasp the rhythm and trend of subject exploration and variation earlier than the general subject research [4]. Commenting on Wang Ning's new book Comparative Literature, World Literature and Translation Studies, Liu introduced Wang Ning's own views on the relationship between comparative literature and cultural studies. Wang Ning believes that comparative literature and cultural studies are not simple opposites, and they can also achieve full cooperation. They believe that literary research and cultural research are not antagonistic, but can form a tension and promote the development of both sides. Some people also put forward the opposite opinion. They think it is inappropriate to pay attention to "literariness" and "classicality". Because once some works are considered as "classics", some excellent expressions have "literariness".

However, this recognition is nothing more than the solidification of specific aesthetic tastes in readers' minds, behind which stands a certain ideological wall with ruling order. People call for "returning to literariness" and "returning to literary classics". In fact, they want to retreat behind this wall to protect themselves. Cultural studies, on the other hand, question the rationality and necessity of its existence and try to explore its formation process from the overall historical relationship. Researchers who hold this view must stand in the position of cultural research, not look at this issue from the perspective of a scholar. Secondly, the generalization of comparative literature in China deserves attention and needs to be improved. Although comparative literature is getting better and better in cultural turn, it is gradually divorced from its literary essence, thus making the subject of comparative literature vague. Although comparative literature is inclusive, it is not all-inclusive, otherwise it cannot be defined as an orthodox discipline. Therefore, after seriously reflecting on the ontological significance of comparative literature, Professor Meng proposed that scholars of comparative literature should pay attention to the close reading of literary figures. In his view, comparative literature is the study of literature in the final analysis, no matter how wide it covers, the study of characters is its ultimate foundation. It is an extremely wrong way to talk about comparative literature research without the characteristics of literature, and the appearance of this phenomenon deserves reflection in contemporary academic circles. In addition, there are some articles related to this issue, such as Wang Zhigeng's proposal: "The real cause of the crisis of comparative literature is the generalization of disciplinary boundaries, and its way out lies in finding the possibility of divide and rule from cultural research. In fact, there are obvious differences between comparative literature and cultural studies in ontology and epistemology.

The object of cultural research is the subordinate relationship between cultural elements and artistic discourse in the cultural system, and comparative literature is the juxtaposition structure of artistic discourse in the cultural system; Cultural studies is a kind of longitudinal study, which is devoted to solving the metaphorical relationship between non-literary factors and literature in the cultural system. Comparative literature is a kind of horizontal research, which is devoted to deciphering various metonymic relationships between different literary factors in the cultural system. Based on this, comparative literature should abandon the attribute of interdisciplinary research and maintain its disciplinary integrity through retirement. [5] This paper systematically analyzes the differences between comparative culture and comparative literature in the research object, scope and research focus, and comparative literature should pay more attention to the study of literary factors. The author thinks that such advocacy naturally has its reasonable factors, but does Retreat really grasp the pulse of comparative literature? Whether going out or coming back, the characteristics of comparative literature determine its development and change track, and academic circles need to seriously understand where its "degree" lies. Because comparative literature is a new discipline in China, it is still like an immature child, and its own characteristics have not been fully displayed.

two

As for the extent of retreat, there are different opinions in academic circles. However, the more authoritative point of view is that the "literariness" after the reunification has certain upgrading significance, which not only covers history and tradition, but also pays more attention to people-oriented and humanistic care. We not only pay attention to the survival situation of the "individual" presented in the text, but also pay attention to its "anthropological" trend. Ye Shuxian said in World Literature and Literary Anthropology that people care about "what is literariness?" What we are thinking now is "the types of ethnic groups and their respective literariness" and "which literariness is universal?" Can the literary standards advertised by Eurocentrism last forever? "The answer is self-evident, because Eurocentrism hinders the healthy and balanced development of comparative literature, and the pluralistic composition of China culture and China literature will naturally become the focus of future research. This not only provides rich resources for China's academic research, but also becomes a huge treasure house for foreign researchers to change their new perspectives.

Julian said in "Reflection and Comparison" that "Far East" should not be regarded as the mythological opposite of European rationality. To study this opposite, we should pay attention to our own interior. This coincides with what Ye Shuxian said about the eastward shift of comparative literature research. Obviously, the turning trend of comparative literature has been perceived by Chinese and foreign scholars. In fact, when people pay attention to the literariness of comparative literature, they will naturally define the scope of literariness. It is based on words, but it is not as simple as the study of words. It studies the internal factors of literature, and also pays attention to the foothold, development trend and independent status of literary research. Simply put, comparative literature is to study its own existence and the rationality of its existence. When paying attention to literary issues, it will inevitably involve the issue of "the turn of the East". Ye Shuxian believes that although the western world has embarked on the road of prosperity by relying on powerful scientific and technological forces, the success of the industrial revolution has distorted and alienated the souls of modern westerners. Many people have experienced a major mental crisis, but they cannot rely on their own immunity to treat it. Therefore, oriental culture has become the best antidote they can find. Western philosophy in the 20th century also questioned its traditional metaphysical viewpoint. They advocate inheriting and carrying forward Schopenhauer and Nietzsche's tragic consciousness, and then explore the mysterious paradise of oriental wisdom, seek spiritual comfort in the Garden of Eden, and explore the root of suffering.

This can be regarded as the external condition for comparative literature to realize the "oriental turn". In addition, in Re-discussion on the Eastern Turn of Western Thought in the 20th Century, Ye Shuxian demonstrated that the Eastern Turn was inseparable from China from philosophy, economics, ecological ethics, psychology and feminism. The above thoughts have been widely used for reference by China scholars. To study almost any well-known scholar or poet theorist, one or two of these thoughts should be selected and analyzed, which has become a typical footnote interpretation phenomenon. However, after historical erosion, these typical western thoughts began to turn to the East and began to pay attention to it, because the characteristics of the East are so obvious, the scope of communication is so deep and wide, and the number of existence is so huge that it cannot be ignored forever because of the distance. Comparative literature is a subject that keeps pace with the times. With the development of history, it has gone through the process of learning from the west, opening to the outside world, returning to literariness and then returning to the East. This return does not mean retrogression in form, but reflects its constant maturity and development. The academic circles are contending with each other on the issues of opening and retreating, cultural research or literary research, aligning with the West or turning to the East, and holding the fence and framework to measure the "degree" of comparative literature, which makes comparative literature develop continuously and prosper in a balanced way.

This kind of back-to-back back-to-back back-to-back back-to-back back-to-back back-to-back back-to-back back-to-back back-to-back pays more attention to its own characteristics in communication, constantly enriches and develops, and strives for perfection. Of course, this cannot be achieved overnight, and scholars need to truly seek common ground while reserving differences, explore and study, and promote the great prosperity and development of comparative literature.

refer to

Ye Shuxian. On the Eastern Turn of Western Thought [J]. Literary Theory and Criticism, 2003 * * * 2 * *.

[2] Cao Shunqing. "Alienation": An Effective Way to Construct Cultural Soft Power [J]. Contemporary Literature, 20 14 * * 1 * *.

[3] Meng. From national literature to world literature [J]. Comparative literature in China, 20 12 * * * 4 * *.

[4] Ye Shuxian. Comparative literature and comparative culture —— Prospect of literary research in the post-literary era [J]. New Oriental, 1995 * * * 2 * *.

[5] Wang Zhigeng. Comparative literature: gaining vitality in retreat [J]. China comparative literature, 2006*** 1***.

Fan: Reflections on the Teaching Construction of Comparative Literature of Ethnic Minorities

Abstract: Since the course of comparative literature was offered to Mongolian and Chinese bilingual majors in Inner Mongolia University for Nationalities, the teaching of comparative literature has faced many difficulties due to the characteristics of the subject itself and the characteristics of Mongolian and Chinese bilingual students. Under the idea of constructivism, based on the actual characteristics of the teaching object and based on Mongolian literature, it is the direction of comparative literature teaching for Mongolian and Chinese bilingual majors in the future to continuously enhance students' sense of national literature identity and responsibility, strive to cultivate comparative research consciousness, fully mobilize students' enthusiasm and initiative, and then create an open classroom.

[Keywords:] Constructivism; Mongolian and Chinese bilingual major; Comparative literature teaching

From 65438 to 0978, Professor Shi Zhecun of East China Normal University taught comparative literature, which began to revive in China. Many colleges and universities in China have set up comparative literature courses, and then set up comparative literature departments. On 20 10, in the talent training program of 20 1 1, comparative literature is offered as a professional elective course for Mongolian and Chinese bilingual undergraduates for 24 hours and as a professional compulsory course for 40 hours. Judging from the teaching practice of comparative literature, the previous courses of comparative literature were offered in Chinese department or foreign language department, and most of them were Han students. Comparative literature can enter the classroom of minority students, let minority students know about comparative literature, and then lay a preliminary foundation for cultivating literary comparative consciousness. This is also of great and far-reaching significance to the all-round development and evolution of comparative literature. Although the teaching of comparative literature is in full swing among minority students, it faces many difficulties in the specific teaching practice of Mongolian and Chinese bilingual majors. Some of these problems are common problems faced by all domestic universities offering comparative literature majors, while others are unique to Mongolian and Chinese bilingual majors. The existence of these problems has seriously affected the teaching effect of this course, and it is necessary for educators to reflect and solve them.

First, the difficulties and causes of comparative literature teaching for Mongolian and Chinese bilingual majors

The teaching of comparative literature has always been one of the difficulties in the teaching of various subjects. Judging from the course of comparative literature and its actual effect, most Chinese students feel "a little difficult" and "not interested", which is more common and profound for Mongolian students majoring in Mongolian and Chinese. Theoretically speaking, comparative literature is a new discipline and an "exotic", and China's theoretical system of comparative literature is still in the construction stage. Comparative literature began in Europe, and the French school is the origin of comparative literature research. At the beginning of French comparative literature theory, it studied the mutual influence of two or more national literatures; As the opposite of the French school, the American school introduced parallel research, a research method of literary relations without "factual connection" and "mutual influence", into the field of comparative literature, thus greatly developing and updating the concept of comparative literature and opening up the field of comparative literature; In 1970s and 1980s, China's comparative literature tried to overcome the limitation of Eurocentrism and learn from the pioneers with an open mind. While learning and using for reference, I groped for the road of comparative literature that suits me, thus trying to establish the "China School". However, no matter from the theoretical construction of comparative literature or the teaching practice of comparative literature in colleges and universities, the theories and methods we use are Europeanized and westernized. Therefore, as the product of this new discipline, the course of comparative literature is a brand-new challenge for both teachers and students, which requires a process of accumulating experience and summing up lessons. For minority students, this process may be longer and more difficult. Judging from the disciplinary nature of comparative literature, the characteristics of comparative literature, such as cross-border, openness, macroscopic and abstract, make the teaching of this course more difficult. "The research object of comparative literature is all kinds of literary relations across nationalities, languages, cultures and disciplines" [1] 14. As a researcher of comparative literature, we can focus on literary relations from a certain angle, that is, one or two cross-border angles.

For undergraduates, it is difficult to fully understand the cross-border characteristics of comparative literature in limited class hours, whether it is abstract theoretical study or preliminary practical operation ability training; Comparative literature research is more open and free than previous literature research. It has a broader content than traditional literary research. This feature increases the difficulty of students' study. Judging from the actual characteristics of Mongolian and Chinese bilingual students, the teaching of comparative literature is more difficult. Most students majoring in Mongolian and Chinese in Inner Mongolia University for Nationalities come from rural and pastoral areas. They have been teaching in their mother tongue, but they changed to Chinese when they got to college. Mongolian students teach in Chinese, and the content of learning is roughly the same as that of Chinese language and literature, plus the difficulty of comparative literature course itself. So it is even more difficult for Mongolian and Chinese bilingual students. In addition, in terms of curriculum, many colleges and universities have arranged public compulsory courses in the first and second grades, while professional compulsory courses are generally arranged in the third and fourth grades. Because the course of comparative literature covers all the courses, it is often arranged in the learning stage of the third and fourth grades. This arrangement should be reasonable, but because the third and fourth grades are the stage of students' postgraduate entrance examination, internship and job hunting, many students have no time to take care of this course; In addition, the course of comparative literature for Mongolian and Chinese bilingual majors started late, so for teachers, they have accumulated less teaching experience and few cases for reference. Comparative literature textbooks suitable for Mongolian and Chinese bilingual majors have not been compiled and published so far.

Second, the constructivist concept of minority comparative literature teaching

Constructivism holds that learning is not simply the transfer and transmission of knowledge from the outside to the inside, but a process in which learners actively generate meaning and construct understanding on the basis of original knowledge and experience, that is, enrich and transform their own knowledge and experience. Because everyone's experience and belief in experience are different, people's understanding of the outside world is different. Therefore, constructivism attaches great importance to constructing new knowledge on the basis of original experience, psychological structure and belief. Emphasize learners' initiative, sociality and situational learning. Constructivism puts forward many new views on learning and teaching methods that are different from traditional teaching methods. Therefore, the teaching of comparative literature for Mongolian and Chinese bilingual majors can be based on the constructivist concept, combined with the particularity of students' original knowledge and experience, and boldly construct the teaching idea of comparative literature for ethnic minorities under the constructivist concept. Any idea can only be tested in practice. With scientific and reasonable thinking, there must be practical operation methods. Highlight the characteristics of national literature and create an open classroom. Only in this way can the teaching of comparative literature of ethnic minorities under the concept of constructivism have a wider influence and far-reaching significance. According to the actual characteristics of Mongolian and Chinese bilingual students, a comparative literature teaching model with national characteristics is established. "The fundamental significance of transnational comparison lies in cross-culture" [1] 12. "Nation" is the expression of culture, and the differences between different nationalities are extremely distinct, whether it is culture or literature. Therefore, "the comparative study of national literature within multi-ethnic countries should be logically included in the category of comparative literature" [1] 12. The comparative study of the relationship between Mongolian and other national literature is an important part of the field of comparative literature research in China, and Mongolian students are duty-bound in this field. Therefore, the teaching of comparative literature for Mongolian and Chinese bilingual majors can be said to be an important way to train Mongolian comparative literature professionals. Mongolian and Chinese bilingual students, although their Chinese proficiency and Chinese language and literature literacy are not as good as those of Chinese majors, have their own unique advantages, that is, mastering Mongolian and Chinese language and literature knowledge. Cross-nationality, cross-culture and cross-language are favorable innate conditions for the teaching of comparative literature. Try to make students think about the relationship between Mongolian literature and culture and other national literature and culture in teaching. Therefore, we should constantly strengthen students' sense of identity and responsibility for national literature, encourage them to learn national literature well, and strive to have a multicultural knowledge reserve to lay a good foundation for the study of comparative literature.

The teaching of comparative literature for Mongolian and Chinese bilingual majors should first be based on students' characteristics, be good at fostering strengths and avoiding weaknesses, and give full play to students' advantages in Mongolian and Chinese literature. On the macro level, students can understand the concept of comparative literature and master the basic knowledge of comparative literature. At the same time, they can also take Mongolian literature as the center and compare the relationship between Mongolian literature and other national literature in the world. Mongolians have a rich and splendid national culture and literary tradition. Therefore, in the teaching of comparative literature, teachers can construct new knowledge and experience of comparative literature by comparing Mongolian literature with other national literature on the basis of students' original knowledge of Mongolian culture and literature, so as to establish a teaching model of comparative literature with national characteristics. Teachers should optimize knowledge structure, improve teaching methods and create an open classroom. Comparative literature is a comprehensive interdisciplinary subject, so the teaching of comparative literature is a challenge to teachers' comprehensive ability and needs to make the past serve the present. At the same time, it is necessary to master advanced teaching methods to assist teaching work. Instructors set up course teaching network tutoring stations or WeChat teaching groups, effectively use the platform, upload characteristic electronic lesson plans, micro-lesson videos, exercises and discussion questions made for classroom reform teaching, and interact with students to create convenient conditions for students' regular learning. Integrate theory with practice, and replace theoretical explanation with practical cases. In the classroom, teachers will make overall arrangements and reasonable plans for the limited class hours, outline the overall context of the course for students, highlight the key points at the same time, combine the explanation of the basic principles of comparative literature with specific typical cases, improve the traditional teaching methods, and adopt the way of group discussion for students. Guide students to think positively, and then create an open classroom. For example, when it comes to the study of the influence of comparative literature, we can take the Mongolian writers Yin Zhannaxi and Hasbro, who are familiar to students, as examples to talk about their absorption, reference and creation of China culture. The key point is to throw the questions to the students, so that they can prove how the writers absorb and draw lessons from China literature and culture according to their existing knowledge reserves. In the collision of different viewpoints, students will use their brains to think positively and further strengthen what they have learned.

In the process of discussion, teachers should give timely guidance and reminders, correct students' wrong views in time, effectively control the classroom rhythm, and then create an open classroom, so as to stimulate students' interest in comparative literature courses, cultivate their independent thinking ability, and make them have a preliminary understanding of comparative literature. Organize small papers or refine small outlines. Teachers can ask students to summarize and submit their opinions or conclusions in the form of short articles or outlines after group discussion. This will be an effective way for students to integrate what they have learned. By preparing homework, students can actively inquire about materials, further enrich their knowledge system, improve their theoretical thinking ability and stimulate their interest in academic research. For example, we can choose hot topics as the starting point of discussion. For example, the popularity of the movie "Wolf Totem" once again caused the topic of "Is the wolf a Mongolian totem?" Teachers can set up questions related to comparative literature around this topic, such as the connection and difference between the literary works of Wolf Totem and the film of the same name, what are the totems of other nationalities, the characteristics of totems of various nationalities and the connection and difference between totems. Finally, students are required to summarize and submit the topics discussed in the form of papers. In this way, teachers introduce practical and vivid topics into teaching discussion, and then supplement them with classic cases in teaching materials. Combined with teaching experience, organize the compilation of Mongolian comparative literature textbooks.

At present, most colleges and universities in China have set up compulsory courses of comparative literature for Mongolian and Chinese bilingual majors, and even some colleges and universities have set up master's programs in comparative literature and world literature, but so far no textbooks such as Mongolian comparative literature have been published. Throughout the domestic comparative literature textbooks, the main contents are complicated, the abstract theoretical knowledge is too much, and the actual case analysis is relatively few, which makes it extremely difficult for students to digest and absorb. The teaching materials used in comparative literature teaching for Mongolian and Chinese bilingual majors are all written for undergraduates and graduate students of Chinese department, which is difficult for Mongolian and Chinese bilingual students to learn and understand. It is imperative to cooperate with Mongolian and Chinese bilingual teachers or Mongolian language and literature teachers who teach comparative literature and world literature courses in Inner Mongolia to compile a comparative literature textbook for Mongolian and Chinese bilingual majors and promote the teaching of comparative literature for ethnic minorities. In short, in the teaching of comparative literature for Mongolian and Chinese bilingual majors in ethnic universities, teachers must respect the diversity of national culture and history, and at the same time create open classrooms under the concept of constructivism to fully mobilize students' initiative and enthusiasm in learning. Based on Mongolian literature, this paper makes a comparative study of the relationship between Mongolian literature and other national literature in order to promote the prosperity and development of comparative literature in colleges and universities in ethnic areas.

[References]

Liu Xiangyu, Chen Yun. Introduction to Comparative Literature [M]. Beijing Normal University Press, 20 12