On the Relationship between Chinese Language Education in Malaysia and Indonesia with Their National Conditions

Chinese language education exists in both Malaysia and Indonesia. The commonalities and individualities of the national conditions of both countries have an impact on their Chinese language education. The official languages scripts, and major beliefs of the two countries are quite similar, and under their influence, local Chinese have special expectations for Chinese language education. Compared to Indonesia, Malaysian Chinese have a larger proportion of the population and a tendency towards marriage, which to some extent is more conducive to the Chinese language education of local Chinese. Both countries’ national conditions and personalities have unfavorable factors for local Chinese language education.

Fostering Chinese National Unity:Advocating the National Common Language and Writing System for Heightened Community Awareness

The promotion of the national common language and writing system stands as a cornerstone in cultivating a sense of community among the Chinese nation.The national common language and writing system,serving as a potent vehicle for cultural dissemination and linguistic communication,acts as a crucial bridge fostering unity,mutual support,cultural exchange,and cohesion among diverse ethnic groups.Its widespread promotion not only reinforces the cohesion of the Chinese nation but also plays a pivotal role in fortifying national and cultural identity.The advocacy and dissemination of the national common language and writing system contribute significantly to enhancing the sense of community within the Chinese nation.This concerted effort serves as an internal driving force,creating a positive feedback loop that strengthens both national identity and the cultural bonds shared by the Chinese people.The reciprocal relationship between the promotion and popularization of the national common language and writing system reinforces a mutual sense of assistance and reciprocity.This bidirectional dynamic propels a synergistic interplay,fostering a beneficial cycle in the promotion and widespread adoption of the national common language and writing system.In essence,the promotion and popularization of the national common language and writing system not only contribute to its advancement but also serve to deepen the sense of community within the Chinese nation.This reciprocal interaction between the two elements establishes a robust foundation for nurturing a strong and cohesive Chinese community.

The Conceptual Transformation of“National Language”and the Initial Construction of National Common Language at the End of Qing Dynasty

At the end of Qing Dynasty(1864-1911),the traditional concept of"national language"underwent a modern transformation,which began to refer to the common language of the nation-state.This conceptual change was stimulated by both Japanese thought and practice.The construction of the national common language formally started with the promulgation and implementation of the"Gui-Mao school system,"accelerated by the opening of the preparatory constitution,and began in its early practice through the enactment of the Statutes for the Establishment of Schools in the Mongolian,Tibetan and Hui Areas and the Decision of the Central Educational Conference of the Ministry of Education on the Unification of the State Language.This construction was always led by the court,jointly promoted by people from the government and the folk,and Manchu,Mongolian,and Han officials inclining the new.It not only can be regarded as one of the important contents of the New Deal and Constitutional Movement at the end of Qing Dynasty that has been neglected,but also the result of the long-term implementation of the official language by the Qing court and the increasing role of the Chinese language in the country's domestic and foreign affairs.It had an important impact on the emergence and early development of the consciousness of the modern Chinese nation.

The Historical Role of the Policy of National Common Language on the Development of Ethnic Groups

In the work concerning ethnic groups in the People's Republic of China,the Communist Party of China(CPC)and the state adopted the policy of promoting national common language in line with the needs of ethnic development,while safeguarding the rights of various ethnic groups in using their languages.This paper reviews the role of the policy of national common language in facilitating the development of ethnic areas in different historical periods of China.It is believed that this practical and gradual policy of language conforms to the needs of social,economic and cultural development in different periods in China,which greatly improves the comprehensive abilities of the people of all ethnic groups and turns the Chinese nation into a community of shared future with higher acceptance and stronger cohesion.

Building a Community for the Chinese Nation in the Context of National Cohesion

Mr.Fei Xiaotong once pointed out that Han people has played a central cohesive role in the formation of the unified multi-ethnic Chinese nation.The emergence and popularization of the concept of“Chinese nation"is itself a manifestation of national cohesion.The history of unified multi-ethnic Chinese nation since the Qin and Han dynasties has laid the foundation of the community for Chinese nation.The building of the community for the Chinese nation is both a realistic subject and a historical process.Since its founding,the Communist Party of China(CPC)has been committed to pushing forward the establishment of a community for the Chinese nation.The ultimate purpose of fostering a strong sense of community for the Chinese nation,standing firmly with“Five Identities",and enhancing our identity with and pride in the Chinese nation,is to improve national cohesion of China.A community for the Chinese nation is a critical expression for Chinese national cohesion;and to push forward the establishment of a community for the Chinese nation in the new era is one of the key measures to improve Chinese national cohesion.

Great Flood Myths and Cultural Community of the Chinese Nation

The community of the Chinese nation is a unified whole that consists of all ethnic groups in China;it is a cultural community that's formed alongside the long-term exchanges and interactions among all ethnic groups in China.When disastrous events occur,the cultural community of the Chinese nation will gradually take its shape and reveal its unique characteristics as it fights against disasters.Ancient myths are the carrier of a nation's national history and memory,cultural value,and spiritual character.Specifically,the Great Flood myths,which signify utter destruction and rebirth,demonstrate the ideological basis and spiritual origin of a cultural community.There are a large number of Great Flood myths around the world that have longstanding influence.However,Great Flood myths in China are distinctively different from foreign Great Flood myths:foreign flood myths mostly emphasize the authority of heavenly divinity,and humans can do nothing about the flood but evade and struggle to survive.In comparison,flood-taming heroes in Chinese myths always take positive perspectives and proactive actions to courageously fight against and tame the flood,which demonstrates the national spirit of solidarity and perseverance of Chinese people.Great Flood myths of different ethnic groups in China reflect the history of exchanges and interactions of the Chinese nation and show that all Chinese people are of the same origin.From the perspective of both national history and spiritual value,Great Flood myths in China vividly demonstrate that the Chinese nation is an objectively existing,widely acknowledged by Chinese people,and indestructible community bound together by a common culture.

铸牢中华民族共同体意识融入民族地区语言教育对策研究

民族地区语言教育发展是推动各族群众交往交流交融,促进民族团结的重要举措。民族地区只有不断加强国家通用语言文字教育才能更好地适应当前阶段的客观需要,加强民族间的交往交流交融,实现书同文、语同音、心相通、情相融。文章基于民族地区通用语言教育对于铸牢中华民族共同体意识的重要意义,通过梳理既有文献及研究成果,了解当前民族语言教育发展现状,就部分民族地区语言教育存在的突出问题,提出了加强语言教育师资队伍、加大语言教育投入力度、推广普及国家通用语言文字、增强课程思政在语言教育课堂的融合程度四条策略,并认为在民族地区推广普及国家通用语言文字,要开拓创新,多措并举,多管齐下,切实解决当前存在的问题,加快推进民族地区语言教育进程,以语言相通促进各族群众的沟通交流和国家认同,进而铸牢中华民族共同体意识。

西部民族地区理科教育高质量发展面临的挑战与应对——基于文化生态理论的视角

推进民族地区教育高质量发展是“十四五”时期我国教育事业发展的客观要求。进入新时代,西部民族地区理科教育发展中面临着诸多挑战,如学生的国家通用语言文字能力依然较弱,理科教师的培养与补充机制还不健全,传统民族教育体系的局限性日益凸显,理科教育文化生态失衡等。为此,提出推进西部民族地区理科教育高质量发展的几项对策:全面提升学生的国家通用语言文字能力,充分发挥国家通用语言文字在理科学习中的基础作用;建立理科教师培养与补充的长效机制;全面推进国家统编理科教材的使用;改革民族地区复杂多样的高考招生模式,向以国家通用语言文字考试为主的高考模式过渡;促进智能教育与理科教育的深度融合;创新理科教学方式,激发学生的科学学习热情。

中文纳入白俄罗斯国民教育体系的样态特征、驱动因素和发展指向

中文纳入海外国家国民教育体系是国际中文教育本土化、高质量发展的重要标志。白俄罗斯国民教育体系内的中文教育在共建“一带一路”国家中具有典型性。中文纳入白俄罗斯国民教育体系呈现出纳入考试体系和“由高向低”“部分纳入”等样态特征。推动纳入的驱动因素为:战略互信不断加强、双边贸易额屡创新高、中文需求持续增长、教育合作逐步深化、孔子学院/课堂助力中文纳入等。新形势下深入推进中文纳入白俄罗斯国民教育体系仍面临着诸多挑战:各学段纳入进程不一致、教学资源比较匮乏、中文教育地位偏低、孔子学院/课堂助力不足等。推动白俄罗斯国民教育体系内的中文教育走深走实,需加强中文教育统筹规划,加快白俄罗斯本土教育资源建设,切实提高中文教育地位,加大孔子学院/课堂助力作用。

铸牢中华民族共同体意识视域下的新时代民族地区国家语言文字推广基地的建设路径

民族地区国家语言文字推广基地是推广普及国家通用语言文字,传承中华优秀语言文化,开展语言文字咨政研究,推动语言文字事业高质量发展的重要平台。进入新时代,民族地区推广基地建设也面临新的挑战。各推广基地要紧紧围绕服务铸牢中华民族共同体意识,落实立德树人根本任务,聚焦推广普及国家通用语言文字,树立先进的工作理念,完善科学联动的工作机制,着眼重点领域和人群,提升语言服务社会的能力,建立标志性成果展示平台,加强语言文字科学研究并积极打造少数民族大众广泛参与的语言文化平台与品牌,以开创民族地区推广基地建设的新局面,助力新时代语言文字事业高质量发展。

中国共产党民族政策与中华民族大团结

中国共产党及党的历代领导人都高度重视中华民族大团结和中华儿女大团结,在不同历史时期皆将其作为党的统一战线工作尤其是民族工作的重要内容,形成了中国共产党促进中华民族团结进步的基本经验:积极探索适合我国国情的解决民族问题的正确道路、始终强调国家统一和民族团结、推动党的民族理论和民族政策不断创新和发展、明确铸牢中华民族共同体意识的主线地位、确立以中华民族大团结推进中国式现代化和中华民族伟大复兴的目标任务。

文化的互动与融合:清代鄂尔泰满译《孟子》的历史价值

乾隆皇帝曾下令鄂尔泰重厘满文“四书”,也由此产生了清代流传最广、影响范围最大的《御制翻译四书》。这一行为无论对官学教育还是民间翻刻传播,都产生了深远影响。不仅扩大了满汉合璧《孟子》的传播范围,还在一定程度上推动了文化交流与民间学术活动的发展,进一步巩固了中华民族共同体的基础。在此版本中,鄂尔泰选取“sukdun”一词来对应“气”的概念,该词意涵丰富的特点符合《孟子》中“气”难以言说、具有多重复杂意蕴的特性。此外,“sukdun”一词的概念贯通了精神与物质的世界,呼应了“气”的概念在先秦之后的不断发展。乾隆皇帝的“语气”说和鄂尔泰“气味”论的文学创作理念拓展了“气”的理论视野,同时也为满汉文化的互动提供了新的思考空间。这种文化互动与融合展示了中华民族在融合中的成长,并体现了其在多元文化交流中的智慧。

陈嘉庚与中华民族共同体建设——以近现代中国象征符号体系为中心

论文探讨了陈嘉庚在现代中国象征符号体系建构中的重要作用,特别是其在增强中华民族共同体意识层面的突出贡献。作为著名爱国华侨领袖,陈嘉庚在新中国成立前后积极参与并推动了国旗、纪念碑等象征符号的设计与建设。在国旗问题上,他反对国民党以党旗替代国旗,力主国旗改革,最终支持五星红旗成为新中国国旗,强化了国家认同和民族团结。与此同时,他参与人民英雄纪念碑设计,主持修建集美解放纪念碑,彰显了对新中国历史新纪元的纪念与宣示。此外,陈嘉庚还关心黄帝陵的修缮与保护工作,重视黄帝符号对中华民族的象征意义。陈嘉庚为推动构建新中国的象征符号系统,从而推动全体中华儿女对伟大祖国、中华民族、中华文化、中国共产党和社会主义的认同,为铸牢中华民族共同体意识做出了突出贡献。

辽宁省大学生语言文字应用能力调查研究

本研究对辽宁省大学生语言文字应用的普遍水平与现实情况进行测试及调查,得出当前大学生语言文字应用能力的现存问题及主要原因。结果表明,提高大学生语言文字应用能力仍需高校在强化语言文字教育、主动融入推普社会实践、探索新型数字赋能举措等方面做出努力。

从“封闭”走向“融合”:新时代民族学校体系变革的路向

推进民族学校体系变革是新时代民族地区基础教育高质量发展的客观要求。新中国成立以来,民族学校大致经历了“初创与形成、恢复与发展、改革与深化、完善与提升”四个发展时期。当前,民族学校发展中还面临一些挑战,如封闭的民族教育体系不利于多元化高质量人才的培养,闭环的学校空间格局造成青少年“族内聚集、族外隔离”的现象,孤立的民族学校体制加剧了其与普通学校的差距等。进入新时代,亟须建立高度“开放、融合”的教育体系,促进民族学校融入国家统一的教育体系;在尊重历史、尊重公众情感的基础上,分层推进“民汉合校”;以“增进共同性,尊重和包容差异性”为原则,拓宽各民族青少年交往交流的广度与深度;实施“公平、精准”取向的教育差别化支持政策,全面推进民族教育高质量发展。

全面加强国家通用语言文字教育教学背景下的“大学语文”课程建设研究

在全面加强国家通用语言文字教育教学背景下,“大学语文”的课程建设必须系统研究和探索面向语言文字应用能力的大学语文知识体系,明确“大学语文”课程的教学内容,课程内容应包含中华经典作品解读、口语表达练习、普通话和规范汉字训练三部分。同时,“大学语文”的课程建设必须关注语文教师,提升教师语言文字教学能力。教师应熟悉党和国家语言文字方针政策及相关法律法规,能够将推广普及国家通用语言文字与传承弘扬中华优秀语言文化有机融入课程思政。

统编《语文》教材助力国家通用语言文字教育:挑战、困境和新征程

在民族地区中小学使用国家统编教材,是党中央作出的关于加强民族地区国家通用语言文字教育的重大决策部署。根据国家教材政策,民族地区中小学校全面推行使用三科统编教材,逐步实现与全国接轨。但由于历史发展、经济水平、教育基础等方面的原因,在新旧教材过渡时期,统编版教材在民族地区的推行使用必然遇到较大挑战和诸多问题。深入基层、深入学校、深入一线、深入师生,才能了解教材使用的实际问题。以“课堂观察”为主线,主要采用“看、听、评、引”四面一体的研究策略,及时调研统编版《语文》教材在民族地区中小学教学实践中的使用成效、现实困境和现实需求,进而探索解决策略,并付诸行动,提出针对性建议,从而尽快提高教材的推行力度和使用质量,不断提升民族地区学校国家通用语言文字应用水平。

中华民族共同体视域下西藏多语家庭的语言状况

西藏自治区多语家庭是国家通用语言推广、社会经济发展和当地各民族交往交流交融的产物,也是铸牢中华民族共同体意识的天然阵地。以西藏山南地区多语家庭为样本,基于判断抽样展开问卷调查得到的统计结果显示,多语家庭的大部分成人普通话能力较强,他们既认同普通话所带来的国民身份,也较好地传承了本民族语言,成为双语者或多语者。教育与城乡差异是影响其普通话水平的重要因素。在学习普通话的过程中,他们期待获得教材教辅、网络资源、专题培训、就业机会和资格证考试等方面的帮助。为铸牢中华民族共同体意识,推进各民族共同繁荣,相关部门应做好普通话推广的顶层设计、编写分级层进式普通话训练教材、丰富培训形式和类别、加强弱势少数民族语言的传承和保护。

清代满语文的使用发展与满汉文化交融

满语在清代被称为“国语”“清语”,清朝统治者提出的“国语骑射”政策对满族具有重要意义。纵观有清一代,清代满语文的使用发展历经几次重大历史变革,从满文的创制到规范再到满语文使用的衰落,反映了满族在对待满语发展、运用,乃至满语语言体系的基本看法,而满语满文的濒危推动满族融入中华民族的进程。

边境牧区推进共同富裕的实践经验、现实不足与优化路径——以内蒙古自治区X旗为例

实现共同富裕,任何一个区域、一个民族都不能少。边境牧区扎实推动共同富裕是新时期以铸牢中华民族共同体意识为主线,谱写中国式现代化新篇章的现实要求。以内蒙古自治区X旗为例,党建引领与示范带动、政策支持与自我能动、保障激励与意识促动的有机结合成为边境牧区推进共同富裕的实践经验。由于条件要素的现实制约,边境牧区面临着公共服务与引才育才衔接不畅、政策制定与牧民生计对接不精、物质富足与精神富有强弱不均的现实不足。铸牢中华民族共同体意识是党的民族工作和民族地区各项工作的主线,边境牧区推进共同富裕必须围绕这一主线展开。从增强公共服务与人才振兴的联动性、提升政策支持与边民需求的适恰性、深化物质富裕与精神富足的协同性三方面着手优化边境牧区推进共同富裕的实践路径,能够有形有感有效铸牢中华民族共同体意识。