Based on Professor Zhu Yongxin’s personal practice and educational thinking, this paper comprehensively expounds the development context, core logic and practical value of the New Education Initiative (NEI). Inspired by the idea that “theory can only be valuable if it changes life”, the author put forward the core concept of New Education in 2000 and officially launched NEI in 2002. It aims to solve the problems of exam-oriented education and fulfill the mission of “helping teachers and students live a happy and fulfilling educational life”. Instead of rebuilding the curriculum system, NEI is rooted in the national curriculum standards, promotes the implementation of holistic education through ten actions and five core propositions, advances educational equity with systematic reading, and supports the characteristic development of urban and rural schools. Taking teacher development as the core focus, NEI has cultivated a large number of outstanding teachers through the “professional identity + professional development” model and the “three-professional theory”, covering more than 230 county-level experimental zones, over 11,000 experimental schools and tens of millions of teachers and students, with 60% of participants from rural areas. NEI has built a reform path of “public welfare guidance and multi-party collaboration”, gathered social forces relying on foundations and research platforms, and deepened home-school-community collaborative education. In response to the wave of artificial intelligence, NEI upholds the principle of technology for good, explores human-machine collaborative educational models, and promotes the transformation of education from “teaching-centered” to “learning-centered”, and constructs an intelligent education application system. NEI always takes “being a builder of China’s education” as its orientation, replaces criticism with action, implements the national education policy based on the reality of China’s education, adheres to the essence of fostering morality and cultivating people, and provides implementable, scalable practical models and value orientations for the reform of basic education in China.

This article discusses the classification of Chinese language teaching, aiming to clarify its typology and real-world categorization, thereby avoiding conceptual confusion and providing guidance for teaching practice. It offers a detailed critique of two papers on this topic by Li Yueming and Guo Xi. The article argues that classification criteria should be based on the relationship between the target language and the learner, as well as the language teaching environment, including native vs. non-native, target vs. non-target, and monolingual vs. bilingual vs. trilingual environments, rather than on cultural attributes or identity functions associated with the target language. The classification standards in the two articles are inappropriate, leading to undefinable types, improper grouping and ordering, or even categories lacking real-world correspondence (e.g., “East Asian second language teaching” and “Chinese language teaching for overseas Chinese”). The reasons for these problems include: (1) failure to adhere to a single classification criterion; (2) insufficient hierarchical division when multiple criteria are used; (3) misuse of concepts such as “second language vs. mother tongue,” “second language teaching,” and “language acquisition order”; (4) mischaracterization of overseas Chinese language teaching as “heritage language teaching”; (5) the inappropriate renaming of international “Hanyu” teaching as international “Zhongwen” teaching. The article also briefly reviews Liu Xun’s views on teaching Chinese as a second language, arguing that Minzu Chinese teaching should not be regarded as second language teaching in terms of teaching types. On this basis, the article updates the author’s 2018 classification of international Chinese language teaching, reclassifying Chinese language teaching into two major categories, National Chinese Language Teaching and International Chinese Language Teaching, and five branches: (1) Yuwen teaching (Chinese as a native language), (2) Minzu Chinese teaching (Chinese teaching for ethnic minorities in China), (3) Teaching Chinese as a Second Language (TCSL), (4) Teaching Chinese as a Foreign Language (TCFL), and (5) Huawen teaching (Teaching Chinese to overseas Chinese, TCOC). The article also points out that specific exceptions exist within each branch.

This study investigates the comparative pedagogical applications of ERNIE Bot 4.0 and ChatGPT-4.0 in international Chinese letter-writing instruction. Based on a classroom recording of A Letter to a Friend (November 2024), the analysis identifies distinct instructional paradigms: ERNIE Bot 4.0 is characterized by “affective scaffolding,” emphasizing emotional resonance, meticulous formatting guidance, and careful analysis of stylistic analysis. In contrast, ChatGPT-4.0 prioritizes “inquiry-based learning,” fostering learner autonomy through interactive questioning, although it exhibits less granularity in emotional engagement and formal conventions. Furthermore, the paper proposes two AI-driven instructional models: Situational Simulation and Skill Decomposition. By leveraging AI’s capacity for real-time feedback and personalized instruction, these models address long-standing challenges such as the gap between theoretical learning and practical application. Results suggest that a hybrid integration of both AI models, complemented by multi-dimensional teaching strategies, significantly optimizes instructional outcomes in Chinese L2 writing.

Macao’s signboards are a living mirror of the city’s cultural heritage, presenting the context of Macao’s urban culture in their unique form of existence. These signboards are not only part of the urban landscape but also unique cultural narrators of Macao. As part of the urban locality, signboards, together with the surrounding buildings, create an exclusive urban experience in Macao. This study focuses on signboards. Through investigations, records, and analyses of multiple streets in Macao, it delves deeply into the narrative functions that signboards play in urban space from three perspectives: image, symbol, and event. Especially in urban observation, it examines the subtle details of urban culture from a “local” perspective and analyzes people’s memories and experiences in a “narrative” way, and thoroughly explores the intricate relationship between signboards as a medium and urban spatial narrative. Meanwhile, these three perspectives provide some preliminary thoughts and inspirations for the practice of urban space design and public sign design.

This paper examines how brushwork interacts with sound effect as a medium in immersive digital ink installations, shaping viewers’ perceptual experience through visual presentation and fostering cross-cultural perception. Such installations are built upon artists’ original ink-on-paper works, edited into dynamic generative digital ink art video that retains traditional ink diffusion effect and textures, displaying interrupted, layered, and dynamically diffusing effects. Immersed in these environments, viewers engage with changes of ink shading, brush gesture and momentum or energy, and spatial arrangements evoking traditional Chinese painting composition involving a kind of liubai or blank space/ void space, while sound effect guides emotional resonance and forms a personal “reading” experience-extending viewing from visual appreciation into multisensory engagement. Drawing on McLuhan’s “the medium is the message,” this paper argues that the form of immersive digital ink installation-projection, mirrors, and music-reshapes viewers’ perceptual modes more profoundly than the content itself. The abstract style of digital ink carries forward the spirit of traditional literati painting’s spirit resonance and vitality, while the generous use of void space continues the Chinese painting philosophy of “mutual generation of void and solid,” opening shared perceptual pathways for audiences from diverse cultural backgrounds. This paper proposes an analytical approach for examining immersive digital ink installation viewing mechanisms, taking Leong Lampo’s Icy·Fire as a case study, drawing on audiovisual relationships, inter-mediality theory, and immersive audience theory to analyze how immersive experience adds value to traditional ink paintings. The work begins with hand-painted ink paintings on paper, which are then digitized through ultra-high-definition scanning, enhancing and amplifying the details of the ink on paper texture. Dynamic images are generated using software and combined with sound effects. The work responds to climate issues through the imagery of Icy and fire and offering rich examples for analyzing the interplay between abstract brushwork, sound effect, and cross-cultural experience mechanism of digital ink installation. Compared to immersive digital ink installation that rely solely on AI generation or multi-person collaboration, this case is more representative and offers high research value, especially for examining the viewing mechanisms and the fostering of cross-cultural perception in digital ink within the contemporary global context.

The telling and reading of fictional narratives constitute a fundamental and ubiquitous phenomenon in human culture; fiction represents one of humanity’s earliest and most significant narrative forms. Human beings not only recount and engage with fictional stories but also reflect upon their content and modes of narration. Scholars such as David K. Lewis, Lubomír Doležel, Marie-Laure Ryan, Thomas G. Pavel, Umberto Eco, Hans Vaihinger, John R. Searle, Richard Walsh, Dorrit Cohn, Kendall L. Walton, and Amie L. Thomasson have analyzed and theorized fictionality from the perspectives of semantics, ontology, epistemology, and reader-response theory, introducing concepts such as possible-worlds semantics, the “as if” virtual structure, the make-believe framework, and Fictionalism. Fictionality constitutes a higher-order manifestation of human imagination, a transcendence of the actual spatiotemporal continuum that functions as a “non-real” mirror image. In essence, it is a bracketed structure-parenthesized, as it were-rather than an equivalent of the real world. With regard to fictional worlds, a distinction between fictionality (Fiktionalität) and the fictive (Fiktivität) proves analytically fruitful.

The cultivation of language and language-related issues concerning future talents in the Guangdong-Hong Kong-Macao Greater Bay Area requires urgent attention. It is essential to emphasize children’s language development in the region, particularly proficiency in the national common language, so as to lay a solid foundation for cultivating high-level interdisciplinary talents with both professional expertise and language competence. Based on the PPCT model of ecological systems theory, this study focuses on preschool children aged 3-6. A total of 1,665 questionnaires on parental beliefs and home literacy environment were collected from cities with different economic development levels across the Greater Bay Area. A random sample of 1,546 preschool children was drawn from ten kindergartens. Using PPVT and EVT vocabulary assessments, this study investigates the children’s development of receptive and expressive vocabulary semantics, as well as the acquisition patterns and relative difficulty across different word classes. The findings indicate that parental reading beliefs play a mediating role between family socioeconomic status and children’s vocabulary semantic development. The results suggest that parents should increase children’s exposure to adjectives and written vocabulary while cultivating children’s listening skills to promote the development of receptive and social cognitive vocabulary semantics. To systematically enhance and balance the quality of vocabulary learning and education for preschool children across Guangdong, Hong Kong, and Macao, based on empirical analysis of regional language environments and vocabulary acquisition pathways, this study proposes the following recommendations: establishing a phased and differentiated Mandarin input mechanism; developing multidimensional vocabulary teaching resources integrating corpora from the three regions; strengthening teachers’ multilingual competence and code-switching skills; and building a collaborative multidimensional language support network involving families, schools, and communities.

The integration of culture and tourism has become a significant trend in tourism development. Ancient poetry, as an important component of Chinese culture, enriches tourism experiences with profound cultural connotations and provides destinations with distinctive cultural resources. Against the backdrop of “Traveling Through Ancient Poetry,” this study conceptually examines the relationships among multi-sensory experience, perceived experienscape, poetic spirit, and place attachment. Based on embodied cognition theory, it proposes three propositions to explain how tourists form place attachment and evoke poetic spirit through multi-sensory experience and perceived experienscape. Specifically, multi-sensory stimuli collectively shape tourists’ perceived experienscape, thereby deepening their cognitive understanding of and emotional connection with the destination. “Traveling Through Ancient Poetry” not only involves integrating poetry into tourism but also aims to enable tourists to gain a deeper appreciation of poetic cultural meanings during their travel experiences, thereby achieving a more profound meaning of travel. In practice, destinations can develop immersive tourism experiences incorporating ancient poetry to enrich tourists’ multi-sensory experiences and evoke their poetic spirit.

This study examines the influence of online reviews on young consumers’ purchase intentions in the context of food delivery platforms, using Meituan as a representative case to investigate the effects of three key factors-review quantity, review length, and emotional valence-as well as their interaction effects. A 2×2×2 between-subjects experimental design was employed, with university students as the primary sample. Through a simulated food-ordering scenario conducted before lunchtime, the study analyzed how different review conditions affected purchase intention. The findings indicate that, first, a greater number of reviews significantly enhances young consumers’ purchase intentions. Second, longer reviews are more likely to increase consumers’ trust and willingness to purchase. Third, when considered independently, positive reviews exert a more significant effect on purchase intention, whereas negative reviews do not show a stable direct effect. However, at the level of interaction effects, negative reviews demonstrate stronger influence under specific conditions. In particular, when review quantity is high and review content is lengthy, negative reviews are more likely to attract young consumers’ attention, shape their risk perceptions, and alter their decision-making. Accordingly, the study argues that online reviews on food delivery platforms function not only as mechanisms of information transmission, but also as important bases through which young consumers construct trust and reduce uncertainty in the platform economy. The findings further suggest that the effects of review-related variables are not simply linear, but instead exhibit significant interaction patterns. This study provides empirical implications for review management by food delivery merchants, the design of platform reputation systems, and research on youth consumer behavior. Nevertheless, the study is limited by its focus on a single product category, a relatively restricted sample structure, and the exclusion of image-based reviews. Future research may extend the analysis to different product categories, more diverse youth populations, and multimodal review contexts in order to improve external validity and explanatory power.