He returned to china in 1946 and was appointed professor and director of the department of oriental languages at peking university and has stayed there for more than five decades . in 1978 he was made a vice - president of peking university and director of south asian studies research institute 一九四一年，季教授取得哲学博士学位；至一九四六年回国，受聘于北京大学任东方语言文学系教授兼系主任，自此展开在北大长达五十多年的教研工作。
Once was appointed shandong social science institute language literature assistant manager , manager , courtyard academic committee committee member , province society branch series high - level title appraisal board member , china all - china youth federation committee member , the supervisory hall to invite the supervisor 曾任山东社科院语言文学所副所长、所长，院学术委员会委员，省社科系列高级职称评审委员会委员，中华全国青联委员，省监察厅特邀监察员。
Year - three lin ho - yi , english language and literature major , and ng dig - yan , year - two communication ( pra ) say they learn leadership skills from the training sessions , which is not only equips them as a good peer mentor but also a good leader . the peer mentoring programme will end in december and will run every academic year 英国语言文学系三年级连可儿同学与传播系（公关及广告）二年级吴狄殷同学不约而同表示，当学长不只可将个人经验与学弟妹分享，还可在学长训练工作坊中学到不少领导技巧，对做人处事都很有帮助。
To arrive at these goals , i firstly study the education resources in the dongxiang nationalities " culture with regional and national characteristics . secondly , i analyze and calogue the main curriculum resources from the points of language and culture , history , geography , nature , society , traditional physical and folk music respectively 为达到此目标，从课程资源角度，本研究从富有浓烈地域、民族特色的东乡族广义文化教育资源出发，以语言文学、历史、地理、自然、社会、传统体育、民间音乐等为具体视点，分析、归类、总bss 2002123816族小学应开发与利用的课程资源。
The study selects the preschool children in ganzanggou primary school in biezang town of jishishan baoan , dongxiang , sala automomous county in lin xia hui automomous prefecture of gansu province as the subjects , and tries to transform the teaching mode of preschool by converting the teacher ' s ideology , improving the teacher ' s capability and organizing the language acquiring activities 本研究选取临夏回族自治州积石山保安族、东乡族、撒拉族自治县?藏学区甘藏沟小学学前班儿童为实验对象，通过转变教师观念，提高教师能力，组织语言文学、谈话、听说游戏、讲述和早期阅读等语言活动，促进儿童言语发展，转变学前班教学模式。
