互联网的飞速发展不但改变了人们的交往方式，同时还改变了国内高校的对外宣传方式。高校的英文简介就如同高校的一张名片，是国外学者和留学生了解该高校的重要窗口，对于高校国际化发展至关重要。本文以语料库翻译研究方法为基础，并结合切斯特曼翻译规范理论为指导，以25所国内高校中英文简介为研究文本和30所国外高校英文简介为平行文本。首先建立了一个单语语料库和一个双语语料库，运用语料库分析工具进行数据提取和分析，以期发现国内高校简介英译和国外高校英文简介的相同与不同之处。然后应用切斯特曼翻译规范理论，从期待规范和专业规范（包括责任规范、交际规范以及关系规范）两个视角分析当前国内高校大学简介英译的质量和水平，同时总结和分析其中常见的问题并提供一些建议。经过数据统计和对比发现，国内高校简介英译文本（国内）和国外高校英文简介（国外）相比有以下异同点：1）在词汇层面，国内的类符/形符比（TTR）以及标准类符/形符比（STTR）都小于国外，国内使用的词汇不如国外丰富；两者词汇密度相差不大，都是高词汇密度、名词形容词使用多，但国内形容词使用相对较多；国内的平均词长和标准差词长都大于国外，因此国内词汇难度相对较大；高频词方面两者都是功能词偏多，国外偏好用“we”等；2）在句子层面，两者都是长句，国内的平均句长大于国外，但是在标准差句长上国内略微小于国外，因此国内句子难度大于国外；两者都多用并列结构，多用连词“and”；3）篇章层面，两者多使用连词作为衔接手段，国内略多于国外。国内多用第三人称展开叙述，而国外偏好用第一人称，特别是人称代词“we”。国内平均篇幅长度要大长于国外，因此国内较为冗长繁琐，国外更加简洁。翻译是受规范制约的行为。以切斯特曼翻译规范理论为指导，结合国外高校英文简介，从期待规范（目标语读者期待、经济和意识形态因素）和专业规范（责任规范、交际规范和关系规范）出发对国内高校简介英译文本进行分析，发现译者虽然出于各种考虑选择了不同的策略，但是他们都在一定程度上有意或无意地遵守了期待规范和专业规范。但是国内高校简介英译也还存在着一些问题，比如说无用信息过多、简介篇幅过长、中式英语问题突出、存在一些语法错误和格式错误等。这些问题需要翻译过程中各方提起注意。

The speedy development of the Internet has altered not only the way people communicate, but also how domestic universities publicize themselves. English introduction of a university is like a business card, which is extremely essential for its internationalization development and serves as an important platform for foreign scholars and international students to acquaint themselves with the university.This thesis, based on the corpus-based study, uses Chesterman’s translation norms as the guiding theory and studies Chinese and English introductions of 25 domestic universities and English introductions of 30 foreign universities. It carries out a corpus-based study on the target texts and the parallel texts with the aid of a monolingual corpus and a bilingual corpus, and then employs corpus analysis tools to secure data and conduct analysis in order to discover the similarities and differences between the target texts and the parallel texts. The thesis analyzes the C - E translation of domestic university introductions from the perspective of Chesterman’s translation norms, that is, expectancy norms and professional norms, inquires into some common problems in the translation, and provides corresponding suggestions.Based on statistics and comparisons, the similarities and differences between the target texts (TTs) and the parallel texts (PTs) are as follow: 1) At the lexical level, the TTR and the STTR of the TTs are less than that of the PTs, which indicates the TTs have a lower vocabulary richness; Both the two have high lexical density with similar lexical density and utilize more nouns and adjectives, but the TTs uses relatively more adjectives; The average word length and word length (SD) of the TTs are both larger than the PTs, so the TTs are relatively more complex in vocabulary; in terms of high-frequency words, both of them have more functional words, but the PTs prefer to use “we”. 2) At the syntactic level, both the two texts are long sentences and the average sentence length of the TTs is greater than that of the PTs, but the TTs is slightly smaller than the PTs in the sentence length (SD), so the syntactic complexity of the TTs is greater than the PTs; those two prefer to use structure of coordination and the conjunction “and” to achieve coherence. 3) At the textual level, the two mostly use conjunctions as cohesive means, and the frequency of conjunctions in the TTs are slightly more than the PTs; the TTs are inclined to narrate themselves in the third person, while the PTs prefers to use the first person, especially the personal pronoun “we”; the average length of the text of the TTs is longer than the PTs. Therefore, the TTs are longer and more redundant but the PTs are shorter and more concise.Translation is a kind of behavior regulated by norms. Guided by Chesterman’s translation norms and taking English introductions of foreign universities as parallel texts, this thesis analyzes the C - E translation of domestic university introductions from the perspective of expectancy norms (the target readers’ expectations and economic and ideological factors) and professional norms (the accountability norm, the communication norm and the relation norm). The author discovers that although translators have chosen different strategies for various considerations, they have all deliberately or unintentionally complied with expectancy norms and professional norms. However, there exists some problems in the translation of domestic university introductions, such as excessive useless information, long length of the text, Chinglish, grammatical errors, format errors, etc., which call for more attention from all parties involved in the translation process.