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.
