|Table of Contents|

Value connotation and practice path of the education on national conditions for international students in Chinese colleges and universities(PDF)

《长安大学学报（社科版）》[ISSN:1671-6248/CN:61-1391/C]

Issue:
2023年03期
Page:
105-116
Research Field:
教育学
Publishing date:

Info

Title:
Value connotation and practice path of the education on national conditions for international students in Chinese colleges and universities
Author(s):
ZHANG Wei
(International Education School, Chang'an Univeristy, Xi'an 710064, Shaanxi, China)
Keywords:
education for international students;  education on national conditions;  community with a shared future for mankind;  soft power of culture;  ideological and political education;  curriculum system
PACS:
G648.9
DOI:
-
Abstract:
Conducting the education on national conditions for international students in Chinese colleges and universities is a crucial path for telling Chinese stories effectively, spreading China's voice, and cultivating international students who “know, befriend, and love China”. It is also an important means to cultivate the builders of a community with a shared future for mankind, the promoters of international exchanges, and international elites. To explore the value connotation of the education on national conditions for international students in China in a more profound way and improve the integration of theoretical research and practice path, this article explores the practice path of the education on national conditions for international students by demonstrating the curriculum content design of education on national conditions, such as cultural education, professional education, “world outlook, values, and outlook on life”, combined with the analysis of the context of the new era of education in China. The study believes that international students have the natural advantage of spreading Chinese values and concepts, and are an important force in promoting the construction of a community with a shared future for mankind. Education on national conditions is an effective way for international students to quickly integrate into China. Through education on national conditions, the organic combination of the popularization of the knowledge of China's national conditions and ideological and political education can be realized. It is necessary to explore the top-level design and long-term mechanism of education on national conditions, transform the teaching concept of “passive indoctrination” into “subtle influence”, integrate Chinese culture and Chinese spirit with the education on national conditions, design the teaching mode of education on national conditions with a discourse system of “rooted in China and integrating with the world” for the international students, optimize the teaching content of the education on national conditions, etc., so as to enhance the soft power of Chinese culture and improve China's influence in the international discourse system under the new pattern of international education.

References:

[1] 教育部.教育部2022年工作要点[EB/OL].(2022-02-08)[2022-12-18].http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/202202/t20220208_597666.html.
[2]胡金光,王天马.知识迁移视角下的来华留学生教育[J].华北电力大学学报(社会科学版),2021(5):134-140.
[3]陶健,夏俊锁.跨文化交际背景下来华留学生中国国情教育研究[J].时代报告(奔流),2023(3):136-138.
[4]胡清国,张雪.来华留学生中国国情教育的基本原则[J].纺织服装教育,2020,35(4):283-287.
[5]刘怡君.来华留学生国情教育效度提升研究[J].洛阳师范学院学报,2022,41(11):76-79.
[6]张艳莉,张昕雨.新时期来华留学生第二课堂教育的研究与实践——以上海外国语大学为例[J].国际学生教育管理研究,2022(1):45-53.
[7]陈炎,孔凯,吴建国,等.来华留学生国情教育模式的探索与实践——以盐城工业职业技术学院哈萨克斯坦籍来华留学生为例[J].苏州市职业大学学报,2022,33(2):77-82.
[8]徐雅姗.新时代来华留学生的中国国情教育——基于本科学历生的实践与思考[J].科教文汇(下旬刊),2021(24):33-35.
[9]王晓岚.来华留学生中国国情教育的探索与实践[J].黄河水利职业技术学院学报,2021,33(1):78-81.
[10]徐斌.“一带一路”背景下甘肃高职留学生教育质量提升实践探索[J].甘肃科技纵横,2020,49(11):81-84.
[11]陈大明,寇瑜.来华留学生国情教育的影响因素及路径探析[J].国际公关,2022(20):123-125.
[12]贾兆义,赵宝永.来华留学生中国国情教育路径研究[J].世界教育信息,2022,35(7):36-41.
[13]雷娇.“三全育人”视阈下来华留学生思想教育的路径研究[D].上海:东华大学,2022.
[14]陈秀琼,袁媛.教育国际化背景下来华留学生中国国情教育的路径探索——以福建省5所高校调查为例[J].高校辅导员学刊,2020,12(3):87-91.
[15]徐蓓佳.国情教育视域下如何向来华留学生讲好中国故事[J].湖南广播电视大学学报,2022(1):91-96.
[16]赵如芳. 浦江治水故事打动40名留学生[N].金华日报,2021-10-18(A5).
[17]王大可,李本乾.文教结合引导在华留学生讲好中国故事[J].青年记者,2020(27):97-98.
[18]杨兴业,赵宝永.在来华留学教育事业中促进中外人文交流——学习贯彻习近平总书记给北科大学子重要回信精神两周年[J].北京科技大学学报(社会科学版),2022,38(3):248-255.
[19]王悠,黄蓓蕾.高校来华留学生思想政治课程体系建设探索与思考——以温州医科大学为例[J].职业技术教育,2019(17):75-79.
[20]胡善贵,洪成文.来华留学生教育的逻辑理路[J].中国高等教育,2021(5):59-61.
[21]习近平给北京科技大学全体巴基斯坦留学生回信[N].人民日报,2020-05-01(9).
[22]陈宝生.中国已成为世界第三、亚洲最大的留学目的地国[EB/OL].(2017-10-22)[2021-06-06].http://www.moe.gov.cn/jyb_xwfb.
[23]张一,李静.中国国际话语权的影响因素与提升路径研究[J].思想教育研究,2021(11):48-53.
[24]郝平.认真总结教育援外工作经验 科学谋划教育援外事业发展——在教育部第八次对发展中国家教育援外工作会议暨“中非高校20+20合作计划”启动仪式上的讲话[J].世界教育信息,2010(6):10-11.
[25]沈庶英.来华留学课程思政:基于学科交叉的统整建构[J].教育研究,2021,42(6):92-99.
[26]陈红.国情教育:以立人为导向[J],思想政治课教学,2020(5):32-34.
[27]周文.论新时代来华留学生国际理解教育[J].浙江工业大学学报(社会科学版),2022,21(2):231-235.
[28]程立浩,刘志民.“一带一路”倡议对来华留学的影响效应评估——兼论来华留学生教育高质量发展[J].高校教育管理,2022,16(2):110-124.
[29]卢鹏.来华留学生向世界讲好中国故事的议题方略与实践路径[J].思想教育研究,2022(2):154-159.
[30]叶鸿宇.新时代“一带一路”留学生的“人类命运共同体”认同研究[J].公关世界,2022(8):6-7.
[31]张小欣,颜海波,李伟.新时代内地高校港澳学生国情教育模式研究[J].暨南学报(哲学社会科学版),2022,44(6):121-132.
[32]国际21世纪教育委员会.教育——财富蕴藏其中[M].北京:教育科学出版社,1986.
[33]黄慧.来华留学生中国文化认同感研究[J].教育评论,2017(12):40-43.
[34]习近平.意识形态工作是党的一项极端重要的工作[EB/OL].(2013-08-20)[2022-12-23].http://www.xinhuanet.com//politics/2013-08/20/c_117021464_2.htm.
[35]张维为.加快推动知识体系、话语体系和传播能力建设[N].中国社会科学报,2022-01-21(4).
[36]人民日报评论部.习近平讲故事[M].北京:人民出版社,2017.

Memo

Memo:
-
Last Update: 2023-09-01