关于中国史教育融入高校思政理论课研究

青年强,则国强,青年学生作为中华民族伟大复兴进程的见证者和参与者,也是实现“中国梦”第二个百年目标的生力军,将中国史教育融入思政理论课,能够更好地引导青年学生在政治认同、家国情怀等方面全方位的提升自我,从而进一步坚定“四个自信”,认清在中国特色社会主义事业当中所肩负的重任。文章内容可供各位同仁参考。

Three Models of English Education in China＇s Universities ——-A Historical Perspective

In the present paper, a comparison is made of the three formats in the history of EECU （English education in China＇s universities）. In the first period （1904-1949）, English education was conducted separately in government-managed educational institutions and in institutions sponsored by church-related organizations; English education was well-knit with both general education and specialty education; and self-motivating learning was encouraged. In the second period （1950-1966）, almost everything was tinted with a shady color of politics： A halt was addressed drastically to EEC （English education in China） in 1952. In the gradual recovery that started four years later, the second format was sawed and hammered, showing the following features： All non-government-mamaged institutions vanished from the stage; English was taught solely as a language or a system of verbal parts, almost deprived of all cultural loading. The third period （1978 onwards） has witnessed a barrier-free and rapid development of over three decades, resulting in the unprecedented pervasion of EECU. Yet in the third tbrmat, learners＇ efforts have turned wholly test-oriented, degenerating into the saddening disintegrity of learning as a process into isolated charges to the target of a test at a time; the ignorant reduction of the learning methods to ＂Vocabulary Booklets Plus Collections of Test Papers＂. Such a comparison not only provides a multi-dimensional perspective of EECU and a better understanding of it, but also offers some important experiences and lessons for the search of an effective solution to the pervasive problem of＂Time-Consumingness and Low-Efficiency＂.

The Construction of＂New Woman＂ in Chen Hengzhe＇s Autobiography

This essay examines the autobiography of Chen Hengzhe （1890-1976） （see Appendix）, a relatively less studied woman writer, historian, and critic in modem China. Through the study in four aspects, namely, the pursuit of modem education, simple appearance, great leaders, and the ambassadors of culture, the author＇s research indicates that Chen＇s construction of＂new woman＂ has been influenced by complex historical and cultural forces such as the Chinese traditional culture, Western culture, and the iconoclastic spirit of ＂the New Culture Movement＂. Meanwhile, Chen＇s gender consciousness is also an important element. Moreover, Chen＇s pioneering standing and her own experiences of studying abroad makes her take the lead in conceiving women＇s leadership and their roles in global culture communications. In the late Qing and the early Republic, traditional values and norms of womanhood were severely challenged. Chen＇s construction of＂new woman＂ is her conscious effort to define a new womanhood and is an integral part of the ongoing exploration of Chinese women for modem womanhood. Through the examination of Chen＇s ＂new woman＂, this paper seeks to enrich our understanding of the complexity of modem Chinese women＇s exploration of modem womanhood.

Discussion of the impact of folk arts on the art education in our country and the enlightenment of the creative thinking

In the face of various problems in the current art education, the targeted reform is very important. This reform can be embarked from the folk art handed down from the folk. In the classrooms, we should let the students contact the traditional arts and crafts, so that they know more about arts. In the history of China＇s bright and colorful folk arts, there flash numerous art forms, including the facial makeup art and culture, the shadow play art and culture, the paper-cut art and culture, and the kite drawing art and culture, and so on. These are the unique arts only of our nation with five thousand years of the development, and we need to well integrate them into the current art education, so as to form the unique system of the art education. This can not only play the role of inheriting the traditional Chinese cultures, but also can well arouse the children＇s interest in arts and their art creativity.

The Enabling and Constraining Nationalist Discourse and Effects of Strategic Narratives： China＇s Foreign Relations

This paper examines the projection and reception of strategic narratives in the realm of Chinese nationalism and the impact of contemporary official nationalist discourse on Beijing＇s foreign policy making. Within the analytic framework of political symbolism, the paper dissects the divergent national identities reflective in different semantic and syntactic relationships inherent in the state-crafted historical narratives in contemporary China. In the post-Tiananmen era, the signification of the traumatic symbol of national humiliation in modem Chinese history, projected in the form of strategic narratives by the Party-state in patriotic education, has given rise to a societal force that threatens to internalize the historical conflicts on the foreign relations fi：ont. The counter-effect of strategic narratives, which has constrained the rationality of the state＇s foreign policy making, implies that collective memory is not an on^ztemand resource for the authoritarian regime to exploit to enhance its legitimacy. The relationship between the Chinese state and society as the constructor and consumer of communicative nationalism cannot be simplistically dichotomized.