(Source: "Chinese Social Sciences Journal" 2025-05-22)
w88 casino News Network (Contributed by the w88 casino of International Relations) In the international relations discipline system, international negotiation is relatively a course that is more practical than theoretical. However, in actual teaching, there are three key problems running through it: first, the practicality of classroom teaching is not high; second, the localization of case selection is not rich enough; third, the international level of the international negotiation teaching community is lacking. Based on this, this article will discuss the above three key issues.
Practicalization of classroom teaching
As a practical course that teaches negotiation theory and skills, students’ expectations for the international negotiation course are usually to “apply what they learn”, that is, to be able to skillfully apply the theoretical knowledge of the course to real-life negotiation practice, and to truly have high-level negotiation capabilities when encountering practical problems, rather than just “endorsing” it blindly. Most traditional classrooms use theoretical teaching and static case analysis teaching methods, which makes negotiation knowledge abstract and alienated from real life. At present, most international negotiation teaching processes include practical teaching links. However, due to the lack of real negotiation situations, the real scenes of international negotiations cannot be effectively restored.
Simulation teaching method helps to improve the practicality of classroom teaching. Simulating international negotiations is a key means to train students to deal with complex international negotiation situations. By carefully designing the negotiation background, role allocation and topic setting, students can experience the actual process of international negotiation in a simulated environment, which enhances the sense of immersion and interactivity in international negotiation and makes the classroom "alive". The simulated negotiation is based on the core knowledge of international negotiation theory, adopts a design method of progressive difficulty and advanced knowledge, and tries to cover various forms of simulation exercises, such as bilateral negotiation and multilateral negotiation, individual negotiation and team negotiation, conflict negotiation and mediation negotiation, political negotiation and economic negotiation, etc. Organize students to role-play parties representing the interests of different countries in negotiations, experience in depth the interest game, strategic adjustments, negotiation skills and cultural differences of all parties, distinguish different situations and response methods of international negotiations, understand the nature, type and core elements of international negotiations, and improve strategic thinking, key technologies and practical abilities in international negotiations.
Localization of case teaching
In international negotiation teaching, most students hope to master more negotiation cases and past experiences for reference to solve current problems. Case teaching focuses on situation restoration and guides students to analyze key nodes, decision-making logic and influencing factors in international negotiations. Through case reading, group discussions, and group reports, students will have an in-depth understanding of the negotiation background and process, as well as the demands, interests, strategies, and techniques of the negotiating parties. However, in the teaching process of international negotiation, the existing mature cases of international negotiation are mostly Western classic cases, while there are few practical cases of China's foreign negotiation. Therefore, when it comes to local cases in international negotiation teaching, it is necessary to integrate Chinese practice, traditional culture and emerging issues into international negotiation teaching, deeply explore local characteristic cases, and realize "front-line cases into the classroom". For example, cases of negotiation of overseas investments, mergers and acquisitions or cooperation by Chinese enterprises under the joint construction of the “Belt and Road” initiative can be adopted, so that students can learn about the cooperation models, policies and regulations, interest demands and cultural differences between Chinese enterprises and enterprises in jointly building countries, etc., to enhance students’ interest in learning and sense of gain. In addition, through expert consultation, w88 casino-enterprise cooperation, industry-university-research platform and other methods and channels, local negotiation practitioners can be invited to teach students real negotiation cases, operational skills and practical experience to promote the localization of international negotiation case teaching.
In case teaching, it is necessary to integrate the ideological and political design of the course and the excellent traditional Chinese culture, focus on cultivating students' feelings about home and country, and awareness of the overall diplomatic situation, and stimulate students' enthusiasm to participate in international negotiations on behalf of the Chinese government or enterprises in the future, promote international communication, and achieve mutual benefit and win-win results. For example, traditional cultural ideas such as "harmony without difference" and "win-win cooperation" are used to inspire students to distinguish between distributive negotiation and integrative negotiation, and learn to transform a distributive negotiation into an integrative negotiation according to the situation. "Harmony without Diversity" emphasizes respecting the diversity of civilizations, guiding students to respect cultural differences, overcome cultural prejudices, and seek consensus on the premise of cultural diversity; "Cooperation and win-win" helps students understand how to achieve a win-win situation in complex interest games. By integrating excellent traditional Chinese culture into case teaching, it not only enhances students' cultural confidence, but also injects new connotation into the teaching of international negotiation theory.
Co-building internationalization of teaching
In order to cultivate students' cross-cultural communication and international communication abilities, it is necessary to build a cross-regional and interdisciplinary international negotiation teaching community in international negotiation teaching, so as to promote the in-depth integration of international negotiation teaching concepts and methods. For example, the "Global International Negotiation Teaching Sharing Platform" and "Transnational International Negotiation Cloud Classroom" have been established to conduct joint teaching and research around global issues, emerging issues, and international hot topics, and jointly develop modular courses and standardized training programs to achieve an organic connection between theoretical teaching and practical training.
Based on a fully international co-construction platform for international negotiation teaching, the cross-cultural peer learning method is further integrated into the teaching. In traditional teaching, students often understand the characteristics of different cultures and the characteristics of cross-cultural negotiations through teacher explanations, textbook texts, case videos, etc. This method is relatively static and general, and often leads to stereotypes or deviations in students' understanding of "other cultures." In the process of cross-cultural peer learning, Chinese and foreign teachers collaborate to write cases that reflect the differences in cultural backgrounds and negotiation styles between the two parties, to restore the real situations of cross-cultural negotiations as much as possible, and encourage Chinese and foreign learning partners to carry out simulated negotiation exercises through emails, videos, etc. The intercultural peer learning method paves the way for students to truly experience cultural diversity, enhance students' intercultural communication skills and find ways to build trust between different cultures. The international cooperation paradigm of cross-cultural negotiation teaching enables students to gain in-depth insights into the complexity and diversity of international negotiations in a cross-cultural context, touch the mysteries of cross-culture and develop excellent cross-cultural negotiation skills, effectively resolve cultural conflicts in international negotiations, and empathize with cultural differences revealed in negotiations.
(The author is a researcher at the National Institute for Opening-up and Opening-up, w88 casino, and director of the Public Diplomacy and International Communication Research Center)
Attached original text link:https://news.qq.com/rain/a/20250605A099AT00
