Research on the Cultural and Educational Value and Path of International Students in South Korea ()
1. Overview of the History of Korean Students Studying in China
Since the education of international students in China in 1950, the Chinese government has attached great importance to the education and management of foreign students, and is committed to attracting more international students in various academic fields to build China into a country of international education and culture. After the reform and opening up in 1978, the work of international students in China began to develop faster. In 2006, the Ministry of Education of China continued to develop a new channel for studying abroad to promote the establishment of a scholarship in China and Chinese enterprises to come to China; further optimize the environment for studying in China, improve the quality of education in China, improve the expert consultation mechanism of experts; Education management cadre training system; and actively do a good job of foreign propaganda work and work in China for studying in China. At present, international education and exchanges are an important part of China’s opening-up policy, and it is also an important part of education. Through international cooperation and exchanges of education, facing the world, the long -sightedness of the public, boldly absorbing and drawing on the successful experience of advanced science and technology, education development and management of various countries, introduce outstanding cultural achievements, intelligence and funds of various countries, improve my country’s education and science and technology level, and for the country. Cultivate qualified talents, develop friendships between my country and people around the world, and the main policy goals of education foreign affairs in my country, and it is also a key link for the national education strategy.
2. The Significance of the Cultural and Educational Value of Students Who Come to China
Chinese opera culture is a specific manifestation of education aesthetics. The combination of traditional Chinese opera and international student’s education is popular among Chinese traditional culture and Chinese spirit in the form of stories in China. Feel the charm of Chinese in the “cultural experience”. Traditional Chinese opera is my country’s cultural heritage, but the influence of Chinese opera culture in foreign countries is still to be improved, and the scope of communication is limited. Foreign people do not know much about it. How to make Chinese opera culture “go global” can be integrated into the process of education and character shaping in Hua Huo’s students. It is an important part of the current and future students’ cultural education in China. , Can further enhance the comprehensive ability of international students to understand beauty, understand beauty, appreciate beauty, and create beauty. This can not only enrich the humanistic literacy and cross-cultural learning ability of students from China, but also effectively promote the overseas prosperity of traditional Chinese opera. In the past few hundred years, many traditional Chinese drama works have been translated by people, adapted by the author, performed by artists, and academic research by scholars. Resonance and empathy and love have largely broadened the path of Chinese drama works to the world, and promoted cultural exchanges and integration of Chinese and Western. At present, my country encourages the overseas dissemination of traditional Chinese drama, so as to correspond to the party and the country’s call to “enhance the influence of Chinese cultural influence”, and further bring outstanding works on the international stage to expand the international influence of Chinese traditional culture. Use innovative and reasonable expression to add traditional Chinese cultural elements and integrate the unique charm of the nation to make China more international. Cultural self-confidence is the source and power of strengthening the soft power of the Chinese nation’s culture. It is the spiritual pillar of realizing the great rejuvenation of the Chinese nation. Today, with the rapid development of information technology, the excellent traditional culture of China is facing new challenges. To establish cultural self-confidence, it is necessary to further promote the external spread of Chinese excellent traditional culture.
In recent years, the traditional Chinese opera culture has been widely spread globally, and has become a window and medium for soft power display in my country. At the same time, the unique aesthetic style and rich drama tension contained in traditional Chinese opera culture have been liked by the group of international students in China. Essence from the perspective of international students coming to China, the content of the opera includes the Chinese story of the court and the folk, understanding the content of the opera in the unique opera and singing, and also providing them with a way to understand Chinese culture. By coming to the group of international students to come to China, they take the initiative to spread Chinese culture, let more people fall in love with opera, spread opera, and let Chinese traditional opera culture tell the world that it is of great significance and value to the world.
3. Connotation of Foreign Students Culture and Education
“Chinese Culture Going Gltering” is Zhang Li (2017) [1] According to the characteristics of different needs of international China in different periods of politics, economy, and culture, the development and evolution of the education policy of New China to China is divided into three periods. , And summarize and evaluate the characteristics of the education policy of studying abroad in China in three periods. The first period was the policy of the aid period (1950-1977). The second period is the policy of the period of opening to the outside world (1978-1989). The policies during this period were open. The power of receiving and managing international students in China began to decentralize, and economic income began to increase. At the same time, some new situations and problems in education and management have also occurred, which require continuous adjustment and improvement of policies. The third period is the standardization period (after 1990). During this period, policies involved a series of system constructions such as foreign language teaching, Chinese language teachers, short-term classes, international students’ entry and exit, residence, academic certificates, and government scholarships, which promoted the standardized management of international student education in China.
Zhang Dongmei (2008) [2] compared the educational structure of international students in China, pointing out that there is a large gap in acceptance and training compared with foreign students in the West and developed foreign students in the West. Mainly manifested in the scale and level. Chinese foreign students are low in level, and the proportion of short-term students is too large. Compared with developed countries, they are still in the early stages of development in the early stages and low levels. Compared with the disciplines of humanities, business, science and technology, and management, the discipline distribution of Chinese students in China is not wide, concentrated in liberal arts, medical and economic majors, and uneven distribution.
Qiu Rui(2011) [3] Multi-dimensional dimensions of the education structure of Chinese international students analyzed the scale, source structure, type and hierarchical structure, subject and professional structure, and regional layout structure of international students in China, and proposed the education structure of international student education in China. The main problems existing in the change are compared with developed countries, one is that there is a large gap in education scale, the other is that the source structure is relatively single, the third is the low level and hierarchical structure, the fourth is unreasonable with the professional structure, and the fifth is the region. Structural distribution is uneven. On this basis, the evolution of the education structure of international students in China is the result of the comprehensive role of China’s social and economic development level, the formulation and implementation of the education policy of international students in China, and the needs of the education of international students in China. Yang Chunyun and Lin Zimo (2021) [4] , according to the development characteristics of Chinese students’ education in different periods, in different periods of development, the trajectory of the education policy of international students in China was analyzed. The development of international students from self-funded; the subject of the education of international students in China has transformed from the government to colleges and universities; the policy direction attaches great importance to the expansion of the overall size, and gradually moves towards the quality and level of education of international students. Since Hou Lina (2021) [5] , the educational structure of Chinese international students has been an angle of the education structure of Chinese students. Since 1950, the historical evolution process of the education structure of Chinese international students in China has been analyzed, the main reasons for the change of education structure have been analyzed. The evolution, characteristics and causes of the structure of the structure, the discipline professional class and the class structure of the student, and propose measures to optimize measures to come to China to stay in China. On the basis of analyzing the number of students who came to China and the evolution process of students from the number of students in China, Zhou Xiangjun and Luo Zhimin (2015) [6] analyzed and summarized the characteristics of the education policy of international students in China, including four aspects: First, the education policy leading to international students in China cooperates with national foreign policy The macro goal of the construction of diplomatic relations has made the exchange between the country more diverse and in-depth; the second is to take the education of international students in China as an important aspect of the internationalization of my country’s higher education and accelerate the internationalization process; The main body is the competent education department, and the main body of the event is college; the fourth is that the education policy for international students to come to China is basically the principles and directions at the macro level.
Of course, it is also necessary to point out that traditional opera culture not only enhances beauty review, but also plays a key role in cross-text and cross-education. The study of Chinese opera in China is conducive to improving the international influence of Chinese opera through the study of Chinese opera. Through the comparison of art, the authenticity of the Chinese opera culture is displayed to international students, so that they can truly expose opera, so that they can truly promote international students to love opera and improve the international influence of opera. Through analogy, compare the characteristics of Chinese opera with Italian opera, show the unique singing and charm of Chinese opera, compare Chinese opera with Shakespeare drama, show the dramatic and realistic nature of Chinese opera stories, enhance the acceptance and reputation of Chinese opera acceptance and reputation Spend. For example, in the study of “Peony Pavilion”, it will naturally compare Tang Xianzu and Shakespeare, Chinese and Western drama masters, and also use love as the theme to show his worldview. Feel Chinese opera in comparison. A beautiful dream triggered a love story of eternal, showing the traditional Oriental outlook on the story of the story of the story. The opera spans time, space, and national boundaries. In the spiritual world, it has resonated with international students from all over the world. It has across the obstacles of the language and language. There is no gap, but only the movement of human nature and love. It has enhanced the perception of opera learning in China, reflects the characteristics of educational characteristics of subtle blending and subtle blending, and enhances cultural identity. Through the understanding of the traditional Chinese opera culture, the understanding of the country’s feelings has increased the perception of opera culture in China, becoming a bridge to spread Chinese culture, and increasing the international influence of Chinese opera culture.
4. Traditional Chinese Opera Culture Integrates the Practical Path of Education in China
4.1. Attract the Interest of International Students, Gradually Develop Exploration Behaviors
At present, with the increasing national strength of China and the gradual improvement of international status, more and more international students have come to China to study in China. They have a strong interest in Chinese culture and have formed an inextricable bond with Chinese opera. Some international students’ original intention was not to learn Chinese opera, but in the process of contacting Chinese culture, attracted to this unique form of performance, which inspired their enthusiasm for learning Chinese opera. For the education of students to stay in China, it is necessary to combine the category of Chinese opera, to tell the Chinese story in other categories, and the theater expression form of an analogy in the country where the international students are in the country, and improve the enthusiasm of students’ appreciation. In the context of my country’s current “cultural rejuvenation” and “Belt and Road” background, my country’s opera inheritors should also be new, produce new opera programs that reflect China’s development in the new era and contemporary students who come to China, which stimulates that international students come to China to study in China. Enthusiastic, let international students come from the heart to accept and appreciate the traditional opera culture of our country to study opera and explore the culture of opera.
4.2. Establish a Multi-Dimensional Exchange Learning Platform
Taking the opera as the carrier, promoting the cultural discussion of the friendly of different countries not only increased the art exchanges between the country from the country but also promoted the mutual understanding of the people of all countries and the common prosperity of the culture. Related opera departments and schools will unite. Through the “opera entering campus” activities, they can regularly bring a wonderful performance to campus students, so that international students to come to China have more opportunities to understand traditional Chinese opera, feel the true charm of opera, and touch the lives and performances of the touches. Each school can also actively promote the development of opera art through different types of activities and other activities. For example, the establishment of related opera clubs, vigorously recruiting students to stay in China to enter the society, allowing international students to contact traditional Chinese opera art and experience the true charm of opera. For example, the multinational exchange group mainly based on the Conservatory of Music organizes the music and drama of different countries to create the atmosphere of the cultural exchange of opera, evaluate and communicate the knowledge of opera knowledge of different countries, and let the international students come to China in the process of academic exchanges. The international commonality of the opera fills the single nature of the previous activity. For the study of international students in China, colleges and universities should use the opera interested in international students as the carrier of cultural exchanges, walk into the Chinese story, promote the “Opera Culture Week” activity, and actively carry out the “opera + model” and opera enthusiasts to build an art education platform together Improve the art appreciation ability of international students, let them truly contact the performance of opera, feel the ingenuity of the opera, actively explore the culture of opera, and understand the value concept expressed by the drama.
4.3. Gradually Promote the Development of Opera Inheritance
Teachers play a pivotal role in the process of spreading the education and study of foreign students in China. Through easy-to-understand language teaching and interpretation, teachers introduce the content of Chinese opera to international students in the form of stories; through the analysis of character stories, Let the international students understand the spirit of the characters in the protagonist of the opera; at the same time, teachers lead students to understand the origin of Chinese opera, lead international students to distinguish between the types of Chinese opera, singing, music, etc., and guide international students to learn and explore and perform from the perspective of students. In addition, by introducing the academic hotspots, opera origin, and character spirit of opera into the classroom, teachers have stepped out of the campus and integrated into the opera academy, opera museum, opera research tourism activities, etc. In addition, with the advent of the digital media era, the new media has the speed of spreading rapidly. The wide coverage and the unlimited user group can be carried out on the way of spreading online and offline in the mode of communication. Chinese Opera + Internet can be adopted. Scenic areas enter the field of vision of young people; use new media technology online to take traditional opera on high-speed trains of new media. Through the use of new media technology, the propaganda of opera has been increased, and the stickiness of the public with the younger generation of society can be established. You can choose your favorite opera culture. As the messenger of Chinese culture, international students come to China, and use international students as the main body of opera overseas, allowing international students to participate in Chinese operas, shoot related opera promotional films and short videos to achieve the purpose of cultural output.
5. Conclusion
Traditional Chinese opera has distinctive stage art. To tell the story of Chinese stories, it is necessary to keep up with innovation. The key is to work hard on art expression. At the same time, in today’s development of science and technology, cultural exchanges and communication and cultural integration have helped achieve the time and space of the time and space of the country between the country. It can promote the high-quality development of China’s digital cultural industry. With the development of information technology of the Internet, the cultural communication channels have undergone profound changes. In particular, the new communication method established by the new Internet media has also brought unprecedented development opportunities to the spread of traditional Chinese opera culture. In this context, we actively respond to the “improving the influence of Chinese culture” that my country’s call, and further spread and display excellent Chinese opera culture overseas. These measures not only reflect the soft power of Chinese culture, but also show the country and the country and the country and the country and National self -reliance.
Fund Projects
This article is supported by two projects: the general research project “Research on Cultural Education of Korean International Students in China” (2022RHYB014) of the Japan Korea Research Institute of academy of global governance and area studies, and the evaluation system research on the external dissemination strategy of Bashu culture under the cultural confidence perspective (23BS212) of the “14th Five Year Plan” project of philosophy and social sciences in Sichuan Province.