将课程思政融入大学日语——以新编日语第15课“料理”为例
Integrating Ideological and Political Education into Japanese Language Courses —Taking the Lesson 15 “Cuisine” of Newly Compiled Japanese as an Example
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- Keywords: Course ideology and politics; Japanese language teaching; Food culture课程思政; 日语教学; 美食文化
- Abstract: In the context of the new era, universities, as an important platform for educating people, undertake the function of promoting values education. Foreign languages serve as a link between countries, building a platform for cultural exchange among nations. Foreign language teachers should seamlessly integrate traditional Chinese culture into the curriculum during the teaching process, enhance students’ sense of national pride, and cultivate talents with cross-cultural communication skills. The article attempts to explore the integration of Chinese cuisine culture into curriculum teaching, increase the interest of classroom teaching, and expand the new mode of integrating ideological and political education into curriculum teaching through an analysis of current university Japanese language teaching, combined with the example of lesson 15 “Cuisine” of Newly Compiled Japanese.在新时代背景下，高校作为育人的重要平台，承载着三观教育的功能。外语作为链接各国的纽带，搭建了各国文化交流的平台。外语教师应当在教学过程中将中华传统文化润物细无声地融入课程中，提升学生的民族自豪感，培养具有跨文化交流能力的人才。文章通过对当前大学日语教学的分析，结合新编日语“料理”一课，尝试探索将中华美食文化融入课程教学，增加课堂教学的趣味性，拓展课程思政融入教学的新模式。
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重点基金项目
叙事团体对大学生生命意义感与抑郁的改善
The Improvement of Narrative Therapy in Groups on Meaning in Life and Depression Among College Students
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- Keywords: Meaning in Life; Depression; Narrative Therapy; Group Counseling生命意义感; 抑郁; 叙事疗法; 团体辅导
- Abstract: To investigate the effects of narrative-oriented group counseling on enhancing the meaning in life of college students and on alleviating depressive states. An experimental-control group pretest design was used. 36 subjects were randomly grouped, and the experimental group conducted six sessions (120 min each) of group intervention according to the narrative-oriented group counseling program, while the control group did not do any intervention. Chinese Meaning in Life Scale (C-MLQ) and the Self-Rating Depression Scale (SDS) were used for measurement. There was no significant difference between the pretest scores of the two groups; after the group intervention, the scores of perception of meaning in life (t=-4.57, p<0.01) and pursuit of meaning in life (t=-5.41, p<0.01) were significantly higher and depression (t=5.28, p<0.01) was significantly lower in the experimental group, while there was no significant difference between the scores of all scales in the control group. Narrative-oriented group counseling can effectively enhance college students’ meaning in life and reduce their depressive.为了探究叙事取向团体辅导对大学生群体生命意义感的提升，以及对抑郁状态的缓解效果，采用实验组—对照组前后测设计，36 名被试随机分组，实验组根据叙事取向团体辅导方案共进行六次（每次120min）的团体干预，对照组则不做任何干预。使用生命意义感量表中文修订版（C-MLQ）及抑郁自评量表（SDS）进行测量。结果显示，两组被试前测得分无显著差异；团体干预后，实验组生命意义感知（t=-4.57，p<0.01）及生命意义追寻（t=-5.41，p<0.01）得分显著提高，抑郁（t=5.28，p<0.01）得分显著降低，而对照组各量表得分均无显著差异。由此可知，叙事取向团体辅导可以有效提升大学生生命意义感，减缓其抑郁状态。
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