Space has social attributes, thus we can discuss the problem of cultural interaction from the perspective of space. From macro to micro, the space can be divided into five categories: country, region, community, village and school. From the point of view of cultural space, the essence of the five-category spatial relationship is cultural interaction; there are six dimensions of cultural interaction at each of the five category space. Taking ethnic harmony and community development as the axis, each category of the five-category space as the surface, and each dimension of the six dimensions as the side, the interconnection in between categories and sides can form the analytical framework of the five-category space cultural interaction theory, or the “Linglong Pagoda”model. Research based on the theory of“five category space”cultural interaction indicates that since the 21st century, the borderland region of Yunnan has demonstrated a favorable development trend of the “five-category Space”multicultural interaction and the trend of the “six-dimension”multicultural interaction. which has changed from local to overall.However, there are also problems such as the five-category spatial cultural interaction mechanism yet to be formed up and the lack of six-dimensional cultural interaction integration mode. The internal driving forces to promote cultural interaction in Yunnan border areas include the contact of multi-cultures, the needs of human communication, and the survival and internal development needs of ethnic groups. The external driving forces include politics, economy, culture, education and etc. At present, the internal and external dynamic mechanism of cultural interaction in Yunnan border area shows a state of synergistic drive, but there are also some problems including insufficient endogenous power and poor external momentum. In order to promote cultural interaction in Yunnan border area, we should explore the effective mode and path of five-category space and six dimensions of cultural interaction on the basis of deepening the theoretical research of cultural interaction, and improve the dynamic mechanism of cultural interaction.
Partner assistance to colleges and universities in ethnic areas is an important measure to accelerate the construction of a powerful educational country and promote the economic and social development of ethnic areas. Under the social, economic and educational logic of universities in ethnic areas in the new era to facilitate“anti-poverty”,promote“industrial upgrading”and practice“educational equity”,to support universities in ethnic areas need to activate the supporting momentum by stimulating supporting policies, the external driving force and internal source power of regional coordinated development. Through upgrading the vertical and horizontal levels of partner assistance, it is important to build the“provincial-school” cooperation strategic alliance; to localize the partner assistance dimensions so as to form up a supporting system based on discipline organization; it is important to establish a diversified supervision and evaluation mechanism, so as to improve the policy effect of partner assistance and other measures, so as to deepen the reform of the partner assistance of colleges and universities in ethnic areas in the new era, and facilitate the high-quality development of colleges and universities in ethnic areas in the new era.
The enrollment of postgraduate students should adhere to the bottom line of fairness, which is determined by the intrinsic feature of the existence and development of higher education in socialist countries. The enrollment schools should cultivate high-quality professionals, which is not only the mission and function entrusted by the country, but also an important index for the education authorities and the society to evaluate the educational level of colleges and universities. In the process of enrollment, the conflict between ensuring the fairness of enrollment and pursuing quality of students is inevitable. There are existing problems in the graduate enrollment process: referring purely to the preliminary test score, while ignoring the second interview test; high proportion of admissions wavering of tests; excessive emphasis on students from“double first-class”universities; lack of standardization for the second test procedure; relations influencing the fairness and quality of enrollment.If these problems are not solved well, they will easily affect the reputation of the school and the quality of professionals selection, and seriously affect the authority of the national education enrollment examination and the mission of selecting professionals for the Party and educating people for the country. Therefore, the enrollment of students process should pay full attention to the coordination of preliminary and second-round examination, strengthen professional selection, set up correct students’ quality values, improve quality of preliminary examination, strengthen construction of second-round procedure, standardization, improve the information disclosure system, while allowing admissions operating fairly, so as to strive to realize the fairness of students enrollment and pursuit of students’ quality.
The policy of basic education plays a fundamental role in the strategy of providing support for TAR,and shoulders the dual mission of promoting the great-leap-forward development of TAR and solidifying the sense of community of the Chinese nation. Based on the analysis of historical institutionalism, the research finds that the policy of basic education support to TAR has gone through five typical stages of exploration, preliminary construction, gradual improvement, long-term effect and precise development in the course of change, and finally formed up the policy system of basic education support to TAR with Chinese characteristics. In the path of change, the policy of basic education support to TAR demonstrates the characteristics from path dependence to path breakthrough.The former is caused by the increase of learning effect, adaptive expectation, synergistic effect and exit cost, while the latter demonstrates the transformation of the support concept from“blood transfusion”to“hematopoietic”and the supporting mode from“flood irrigation”to“precise drip irrigation”. In terms of dynamic mechanism, the macro-level social structure determines the direction of basic education support TAR policy, the medium-level institutional environment influences the practice path of basic education support to TAR policy, and the micro-level actors promote the change of basic education support to TAR policy. Looking ahead, it is necessary to improve the policy system of basic education support to TAR and promote high-quality development of basic education in TAR.
With the holding of China-Arab States Summit and China-Gulf Cooperation Council Summit, the role of Chinese in promoting Sino-Arab people-to-people connection will be of more strategic significance. Chinese language teachers going to Arabian countries are direct conveyors of the language and cultural exchanges between China and Arabian countries, and their adaptation to the Arabian society and culture remains primary challenges. In this study, questionnaires were combined with internal and external influencing factors of social and cultural adaptation and classical scales. Through statistical analysis and interview, the overall pattern and differences of the social and cultural adaptation of Chinese language teachers in Arabian countries were revealed and strategies were proposed. To be more specific, Chinese language teachers to Arabian countries are generally well adapted, but their cross-cultural experience and lack of knowledge and skills leave them to various difficulties. The adjustment disorder of teachers have typical Arabian characteristics, which can be summarized into six types as follows: adaptation to social governance, religious customs and ideas and system adaptation, making friends and self-disclosure adaptation, acting style adaptation, environment adaptation, language and social adaptation. In terms of differences, the increase of overseas working experience, knowledge and skills accumulation, and travel time augment can have positive effects on the adaptation ability to various degrees. The social and cultural adaptation of Chinese language teachers to Arabian countries demonstrate significant country differences and weak demographic differences. Through regional teacher resource construction, social support network and professional development community, obstacle types and adaptation strategies, as well as risk management, we can further promote the social and cultural adaptation and professional development of Chinese language teachers to Arabian countries, and ensure regional development of international Chinese language education.
Since the 18th National Congress of the Communist Party of China, education in ethnic areas in China has undergone historic practice changes, which is a rare research field of education theory of socialism with Chinese characteristics. The spirit of the time to examine the reform of educational theory based on the educational practice in ethnic areas is not only a way to assure the logic of high-quality development of education in ethnic areas, but also a way to deepen the academic path of socialist educational theory with Chinese characteristics. The uniqueness, complexity and original practical reform of education in ethnic areas embodies Chinese wisdom and practice, which not only provides a solid practical foundation for the construction of educational theory system of socialism with Chinese characteristics, but also provides valuable practical logic for the innovation of educational theory.Therefore, we should focus on solidifying the sense of community of the Chinese nation, and fully assure the internal logic of educational practice reform in ethnic areas under the perspective of Chinese modernization. We should fully reveal the spirit of the time of the reform of educational practice in ethnic areas, so as to promote the high-quality development of education in ethnic areas and boost the construction of socialist educational theory system with Chinese characteristics.
This study adopts a combination of questionnaire survey and semi-structured interview to study the status and problems of doctoral students in international Chinese education. The research conducts questionnaire survey among 178 doctoral students from 22 universities in China, and conducts interviews with 5 doctoral supervisors and 14 doctoral students. The survey content mainly include aspects such as doctoral subject background and degree motivation, supervisor guidance, curriculum setting, dissertation title selection. The research found that the cultivation of doctoral students in the field of International Chinese language education as a whole is comparatively in line with the regulations and requirements of the Guiding Cultivation Program for Postgraduates in the field of TCSOL for Doctoral Degrees in Education. However, due to the initial stage, there remain some problems in doctoral training, such as lack of career orientation, incomplete enrollment processes, imperfect curriculum setting, insufficient guidance from practical tutors, and deviation in thesis topic selection. To address the above-mentioned problems, the article suggests to strengthen the career orientation and highlight the practical characteristics; deepen enrollment reform and select talents correctly; improve the curriculum system, and highlight the interdisciplinary integration of disciplines; improve the supervisor team and enhance the guiding role of the supervisors; formulate the topic selection guide and pay attention to the quality of the dissertation.
Recipient teacher cooperation is the basic premise and fundamental guarantee for the effectiveness of the“group style”education aid policy to TAR. However, in the process of policy implementation, prominent problem of insufficient cooperation of recipient teachers has been exposed. When cooperation brings a sense of crisis to the reconstruction of educational space to local teachers, it is urgent to solve the issue with“space shift”. Analysis of the dilemma of spatial reconstruction of local teacher education according to the spatial production theory makes following findings: the reconstruction of the spatial layout of education overlooks spatial attributes of local teachers; the reconstruction of educational spatial order encroaches the spatial rights of local teachers; the educational spatial division triggers the complex spatial experience of local teachers. Therefore, establishing the spatial practice form based on the spatial attribute of education in TAR,constructing the spatial right order of benign interaction of multiple subjects, and creating common benefit space experience of optimized evaluation system and enhanced cooperation motivation, will promote recipient teachers cooperation. It can provide a new theoretical vision and practical guidance for improving the effectiveness of policy implementation and constructing education development research of TAR with local significance.
With the rapid development of social economy, the communication and integration between various regions and ethnic groups in China are moving forward towards profoundness, indicating a pattern of “mutual embedding”. The education of the national lingua franca is not only a catalyst for deepening the unity and progress of all ethnic groups, but also an important foundation for the construction of the Chinese national community. From the historical process, ethnic unity has always taken national lingua franca as an important carrier; from a practical sense, the sense of community of the Chinese nation guides the direction of national lingua franca education, and embodies the power of national lingua franca education. The value orientation of the national lingua franca education to promote communication and integration of various ethnic groups is to break the regional division and ensure the“public nature”construction of ethnic groups embedded in the society. The second is to create a “mutually beneficial”language environment to shape the social normative consensus.This value orientation is also the practical path of the national lingua franca education to boost the construction of the Chinese national community. We should improve the system supply and boost the public construction of “intercropping”pattern; strengthen language to overcome its weakness and enhance the “endogenous force”of regional “intercropping” development.
As an important part of rural education, the high-quality development of small-scale rural schools in border ethnic areas is an important support for the implementation of the rural revitalization strategy in border ethnic areas.Informatization enabling the high-quality development of small-scale rural schools in border ethnic areas enjoys its deep internal logic mechanism. From the four-dimensional elements of educational environment, teachers, educational process and educational results, the article analyzes the connotation of high-quality development of small rural schools in border ethnic areas. Taking Guangxi Zhuang Autonomous Region as an example, informatization enabling the high-quality development of small-scale rural schools in border ethnic areas is faced with many difficulties, such as the urgent need of strengthening of school information infrastructure construction, the need for optimizing and upgrading of digital teaching resources allocation, and the urgent need of improving the information literacy of teachers.From the four dimensional development space of facilities environment, teachers’ quality, classroom ecology, education efficiency, the article proposes measures of improving informatization education environment, improving teachers’ digital literacy, innovating classroom teaching reform, education and promoting students’ holistic healthy growth, so as to promote the high quality development of rural small-scale schools in border ethnic areas.
This study takes the hierarchical structure of students’ moral behavior as the core issue, and analyzes the logical level of students’ daily moral behavior from the three basis of social moral norms, moral conflict situation and moral choice ability, as well as the competing psychological mechanism of moral cognitive processing and emotional processing. The study finds that students may show different moral behaviors in different daily conflict situations, including emotional moral behavior induced by external circumstances, rational moral behavior based on interest trade-off and belief moral behavior dominated by moral perceptions, of which demonstrate obvious hierarchical characteristics. The hierarchical logic structure and comprehensive influence factors of students’ daily moral behavior require that schools should master the triple logic of knowledge, life and education in accordance with three bases, i.e, students’ psychological characteristics, moral conflict and normative levels. A series of moral education activities are carried out in the three worlds of communication symbols, meaning and life, so as to gradually guide students to understand the moral behavior code and apply it to daily moral conflicts, and successfully realize the stability of moral emotions and the deepening of moral cognition. As a result, this can realize the orderly improvement of moral behavior at both individual and overall level.
This article adopts the total population growth equation to predict the preschool school-age population of urban and rural areas in X ethnic areas from 2022 to 2035,and to estimate the population size of children in kindergartens and the demand for educational resources. The study found that the number of preschool school-age population in X area showed a downward trend from 2022 to 2035,among which the urban school-age population and the rural school-age population kept increasing. However, with the continuous improvement of the enrollment rate, the number of children in kindergartens is increasing, and the existing educational resources are hard to meet the needs of future development.By 2035,the gap of full-time teachers will amount up to 12,734,and the gap of floor area and construction area of kindergartens will amount up to 2,631,700 square meters and 1,225,800 square meters respectively. The demand for public finance budget and business expenses will increase up to 4.872 billion yuan. As a vision towards 2035,in order to achieve the high-quality development of preschool education in ethnic areas, dynamic monitoring should be conducted and the allocation of preschool education resources should be comprehensively planned; through training local teachers and introducing outside resources, it is important to focus on promoting the construction of preschool education teachers; it is important to expand capacity and improve quality, and accelerate the popularization of preschool education. The government should ensure continuous funding for preschool education. It is also important to cultivate identification among students, and actively develop the curriculum resources of “solidifying the sense of community of the Chinese nation”.
It is necessary and urgent to promote the early construction of the sense of community of the Chinese nation among preschool children in ethnic areas and activate the“seeds”of the sense of community of the Chinese nation in this specific group. Based on the original ecological cultural attributes of the cultural space for the spiritual growth of preschool children in ethnic areas, the connotation of the Chinese national community consciousness can be defined from three dimensions, i.e.,Chinese national identity cognition, Chinese national emotions and Chinese national behavior. The cultivation of the Chinese national community sense of preschool children in ethnic areas has multiple values: The first is to realize the transcendence of children from the original ethnic identity to the identity of the Chinese nation; the second is to promote elevation of the original ethnic emotion of children to the Chinese national emotion; the third is the spiritual characteristics of Chinese national behavior in cultivating children’s original ethnic behavior. Cultivating the sense of Chinese national community among preschool children in ethnic areas needs to rely on an effective path. Firstly, we should optimize the education domain for children to learn the national lingua franca; secondly, we should expand the cultural space generated by the community sense of the Chinese nation; thirdly, we should reveal the spiritual consistency between the ethnic culture and the Chinese national culture, breakthrough the bottleneck between children’s original ethnic behavior and Chinese national behavior; fourthly, we should optimize the content of children’s games to promote the development of the community sense of the Chinese nation.
In the new situation of great changes in a century and the COVID-19 pandemic, Chinese language education in Malaysia faces more potential risks. Based on the perspective of ecosystem theory, this study reviews and analyzes the relevant literature of Chinese language education in Malaysia from four system levels: macro level, outside appearance, median level and micro level, to identify the risk content of each system level under the new situation.At the same time, the article discusses the interaction of the four system levels to clarify the influence of each system risk on Chinese language education. To be more specific, the macro system risk is implemented in the appearance system to guide the overall situation of Chinese language education; the median and micro systems are subject to macro appearance system while directly affect Chinese education. Finally, combining with the risk content and interaction of the four systems, the article proposes to fully initiate each fulcrum subject to deal with the risk of each system, or to activate the vitality of the Chinese people in Malaysia to reduce the risk of the macro appearance system. Innovate educational concepts, so as to construct a combined mechanism of “school-family-community”to reduce the mediansystem risk. Promote the supply-side structural reform of Chinese schools to reduce the microsystem risk. It can thus provide theoretical and practical guidance for the sustainable development of Chinese language education in Malaysia.
This study reviews the development stages of the disciplinary system, academic system and discourse system of ethnic pedagogy with Chinese characteristics, and analyzes the different features of the times in different stages including initiation, preliminary development, reform and breakthrough, and innovation. In the new era, the construction of the“three systems”of ethnic pedagogy should stabilize its value orientation, i.e.,the political value of cultivating the community sense of the Chinese nation, the economic value of realizing the goal of common prosperity of all ethnic groups and the cultural value of forming the pattern of “diversity in unity” of the Chinese nation. Construction with Chinese characteristics, Chinese style, Chinese style of ethnic pedagogy“three system”,we should assure the subject characteristics based on building ethnic education system with Chinese characteristics, implement the principle of building ethnic pedagogy academic system with Chinese characteristics, spread Chinese voice as the mission of Chinese education discourse system, so as to create new situation for the construction of ethnic pedagogy “three systems”with Chinese characteristics in the new era.
Teacher training programs supported by enterprise public welfare projects enjoy organizational structure and relationship characteristics different from the traditional administrative task-based training, which provide a new space for the study of the improvement of rural teacher training. This article takes the XY project of public welfare training for rural teachers as an example to analyze, especially critically reflecting on the process of rural teachers from TAR participating in the training. From the perspective of the implementation process, the project adopts multiple action strategies to improve the design and implementation of the training and promote the dialogue of different cultural groups. Although such a strategy focusing on performance improvement can indeed improve the training effect within a certain range, it cannot generate effective improvement of the individual ability of rural teachers. Even solutions adopted to solve the problems in training in the process of project implementation will become the problem itself, thus bringing new practical difficulties. From the perspective of organizational learning theory, the public welfare training for rural teachers, especially the public welfare training programs for ethnic teachers, is difficult to break through the difficulties such as oversimplification, utopia syndrome and action paradox in the process of improvement. It is necessary to adopt the double-loop learning mode to reverse the“input”cultural values in teacher training, design training programs based on the real educational problems faced by teachers in ethnic areas and rural areas, and endow the participating teachers with right to choose and manage the training programs.
Construction of the integration of Chinese national community sense education is an inevitable requirement for ethnic schools at all levels to implement the task of ethnic work and cultivate socialist builders and successors. Ethnic schools should forge the integrated education of the community sense of the Chinese nation from three content dimensions to achieve horizontal connection and vertical connection, which include cultivating the identity cognition of the Chinese nation community of the educational object, forming the emotional identity of the Chinese nation community of the educational object, and promoting the behavior consciousness of the Chinese nation community of the educational object. However, the practice of integrating the education of Chinese national community sense in ethnic schools face practical difficulties such as “fragmentation” of education goal, “fragmentation”of education content and “disordering” of education mode.In the practical path, ethnic schools should gradually establish and improve the progressive goal system, diversified curriculum system and multi-dimensional education mode of the education of the Chinese national community, so as to form a scientific and effective pattern of the integration of the education of the Chinese national community.
After the promulgation of the Law of Family Education Promotion of the People’s Republic of China, the concept and action of “family education” have been reconstructed.Family education has become an action involving the collective cooperation of various subjects including the government, society, parents and children.From the perspective of collective action theory, promoting family education action is a process in which different subjects such as the government, society, parents and children can pursue the maximization of their own interests in a reasonable way. Cultural identity and common interests can consolidate the trust and cooperation foundation of the collective action of family education, while the interest differences and value tension between the subjects of family education action can lead to the dispersion of collective action.In order to promote the progress of family education, it is necessary to integrate and adjust the subject value and interests with governance responsibility, consolidate the collective action, and follow the value logic, organizational logic and system logic of collective action.The key to the progress of unified collective action of family education is to consolidate the cooperation foundation of collective action of family education with common vision, reshape the cooperation mechanism of family education collective action with new pattern, and enhance the cooperation power of collective action of family education with improved and impeccable legal system.
High quality education cannot be separated from family, school and community to share educational responsibility. Since the 21st century, the problem of cooperative education of family, school and society has attracted increasing attention. According to the different roles played by family, school and society in education, the three have different responsibility attributes: family assumes the minimum bottom line responsibility, school assumes the middle level of contract responsibility, and society assumes the middle and high level of contract and moral responsibility. However, factors including information limitation, professional authority, functional disorder and others, have resulted in the current situation of vague responsibilities, responsibility dislocation or responsibility absence of family, school, and society as education subjects.In order to solve this problem, we should clarify the responsibility direction of family, school and society from the educational functions of family, society and school.Family education points to students’ personality cultivation, which is the human basis of self-realization; School education points to the socialization of people, and it is the growing progress of people’s self-realization; Social education points to the future development of people and is the booster of self-realization. In order to better promote the cooperative education of family, school and society, the article proposed that the responsibility ethical mechanism of cooperative education should be further established and improved from the four aspects of strengthening the sense of parental responsibility, improving the school education system, strengthening the cooperation of multiple subjects and fulfilling synergistic role of home, school and society.
In order to explore the characteristics of kindergarten teachers’ teaching motivation in ethnic areas and analyze the differences between individual teacher variables and kindergarten environment variables in different teaching motivation types, this study conducted research among 1,199 preschool teachers in ethnic areas. Findings are listed as follows:（1） The teaching motivation of preschool teachers in ethnic areas can be divided into three categories, i.e.,“pursuit of ideal type”,“pursuit of balance type”and“pursuit of return type”.（2） Educational background and teaching age significantly distinguish the types of teaching motivation of preschool teachers.Compared with the“pursuit of return type”,the lower the degree of preschool teachers, the more they are inclined towards“pursuit of ideal type”and“pursuit of balance type”;Compared with“pursuit of balance type”,preschool teachers with longer teaching time, are more attributed to“pursuit of ideal type”.（3） The better the atmosphere of the kindergarten is, the more the preschool teachers are classified as“the pursuit of ideal type”and“the pursuit of balance type”. In the construction of preschool teachers in ethnic areas, we should mobilize multiple positive emotions and stimulate the ideal teaching motivation; focus on the needs of different subjects, establish internal and external incentive mechanism; create supportive professional environment, and strengthen teachers’ positive sentiment.
