User:Tao Yu

My name is Tao Yu. I graduated from Hunan University of Technology in 2021 and worked as a Japanese teacher at a high school for about a year. While teaching knowledge to students, I also learned a lot of things. I then participated in the graduate school entrance exam and was accepted into Hunan Normal University's Japanese translation major with first place.

 At the university, I always demanded the best from myself and passed the JLPT N1 as well as the Level 6 University English exam. In order to improve my leadership skills, I became a member of the class council in class, and my sense of responsibility and energy gradually grew stronger. I also joined a subtitling group as a hobby and have translated several works including manga, anime, and video games.

Nov 6, 2024

I talked with Mira about how to improve oral Japanese today.

Nov 7, 2024

I talked with Mira about Japanese’s eating habits today.

Nov 8, 2024

I talked with Mira about my favorite sport, and I learned how to describe the rules.

Nov 9, 2024

I talked with Mira about my plans for next year, and I practiced using future expressions.

Nov 10, 2024

I talked with Mira about my favorite music, and I learned new words about instruments.

Nov 11, 2024

Today, I took a break from learning English with Mira.

Nov 12, 2024

I talked with Mira about my favorite subject in school, and I learned how to explain my reasons.

Nov 13, 2024

I talked with Mira about my favorite restaurant, and I practiced describing food.

Nov 14, 2024

I talked with Mira about my favorite place to relax, and I learned some adjectives for feelings.

Nov 15, 2024

Today, I didn’t have time to talk with Mira because of my homework.

Nov 16, 2024

I talked with Mira about my travel experiences, and I learned how to describe locations.

Nov 17, 2024

I talked with Mira about how to stay motivated, and I practiced giving suggestions.

Nov 18, 2024

I talked with Mira about my favorite hobby, and I learned new expressions to describe it.

Nov 19, 2024

I talked with Mira about my favorite book, and I practiced explaining why I like it.

Nov 20, 2024

Today, I didn’t have time to talk with Mira because I was busy with a project.

Nov 21, 2024

I talked with Mira about my family traditions, and I learned some vocabulary related to family activities.

Nov 22, 2024

I talked with Mira about a recent trip I took, and I practiced describing places I visited.

Nov 23, 2024

Today, I took a break and didn’t have a conversation with Mira.

Nov 24, 2024

I talked with Mira about my hobbies, and I learned how to talk about my interests in more detail.

Nov 25, 2024

I talked with Mira about my dream job, and I practiced using future tense to talk about career goals.

Nov 26, 2024

Today, I didn’t have time to talk with Mira because of an exam.

Nov 27, 2024

I talked with Mira about the weather in different seasons, and I practiced using adjectives to describe weather conditions.

Nov 28, 2024

I talked with Mira about a movie I watched recently, and I learned how to express my opinions on films.

Nov 29, 2024

Today, I didn’t have time to talk with Mira because I was catching up on some work.

Nov 30, 2024

I talked with Mira about my plans for the weekend, and I practiced using future tenses and time expressions.

Dec 1, 2024

I talked with Mira about healthy habits, and I learned new phrases related to fitness and wellness.

Dec 2, 2024

Today, I took a break and didn’t have a conversation with Mira.

Dec 3, 2024

I talked with Mira about my favorite season, and I practiced explaining what I like to do during that time of year.

Dec 4, 2024

I talked with Mira about technology and its impact on our lives, and I learned new vocabulary related to gadgets and social media.

Dec 5, 2024

Today, I didn’t have time to talk with Mira because I was working on an assignment.

Dec 6, 2024

I talked with Mira about my future travel destinations, and I practiced using the conditional tense.

Dec 7, 2024

Today, I took a break and didn’t have a conversation with Mira.

Dec 8, 2024

I talked with Mira about my favorite foods from different countries, and I learned how to compare different cuisines.

Dec 9, 2024

I talked with Mira about a recent event in the news, and I practiced discussing current events.

Dec 10, 2024

Today, I didn’t have time to talk with Mira because I was preparing for a presentation.

Dec 11, 2024

I talked with Mira about my plans for the holiday season, and I practiced using expressions related to celebrations and family gatherings.

Dec 12, 2024

Today, I shared with Mira my favorite books and we discussed different genres and authors. It was a great way to enhance my reading comprehension skills.

Dec 13, 2024

I talked with Mira about environmental issues and learned some new vocabulary related to sustainability and conservation.

Dec 14, 2024

I practiced my pronunciation with Mira by reading aloud a short story. She gave me tips on how to improve my fluency.

Dec 15, 2024

Today, I didn’t have a conversation with Mira as I was busy.

Dec 16, 2024

I discussed with Mira about the importance of time management and shared some strategies I've been using to stay organized.

Dec 17, 2024

I talked with Mira about my favorite hobbies and activities, and we compared notes on how they help us relax and unwind.

Dec 18, 2024

Today, I practiced my listening skills with Mira by watching a documentary together and discussing our thoughts on it afterward.

Dec 19, 2024

I had a conversation with Mira about cultural differences and how they impact our daily lives. It was an enriching experience learning about each other's backgrounds.

《中式梦核》

一、“梦核”的概念

“核(core)”一词来自法语单词“coeur”，意思是“心”。这个词被当作后缀使用则是来自20世纪30年代，指的是“顽固或不屈不挠的少数群体”。在那些以“核”为后缀的词汇中，也包括怪核(weird-core)、伤核(trauma-core)等在内的“核艺术”，用以指代新兴的网络文艺美学风格。而梦核(dream-core)是在“蒸汽波”之后一种新的影像实验艺术，其作品通过展现与童年记忆或梦境相似的画面，唤起人们的情感共鸣。

File:Many dream-core.jpg

     典型的梦核风格图像              梦核取材多为童年时期常见的场景

（二）经济背景

中国教育补习公开化、市场化始于20世纪80年代后期市场经济发布。邓小平改革开放推动经济体制改革，市场经济下供需关系受市场调节，教育投资主体多元化，从单一的国家政府扩大到社会、个人以及大型企业。随着经济发展和家庭收入提高，教育消费内容和方式变化，家庭增加孩子补习费用成为趋势，促进了教育补习的发展。

（三）文化背景

我国深受儒家文化影响，自古以来崇尚读书，视教育为获取功名和社会地位的手段。“万般皆下品，惟有读书高”、“学而优则仕”、“书中自有颜如玉，书中自有黄金屋”等观念深入人心。如今，“知识可以改变命运”等观念依旧盛行。自1978年恢复高考以来，人们求学热情高涨，通过高考改变命运成为常态。高考成功、名校毕业常被视作社会地位和收入的保障。（中韩两国教育补习的比较研究 2013，13-15）

二、小学生补习现状

2021年，北京师范大学刘坚教授、刘红云教授团队发布了“全国首个区域教育质量健康体检报告”。其中全面梳理了7年多来在181个区县的2638所小学采集到的区域教育质量健康体检结果。研究发现，22.2%的小学生每周校外补课超3小时，且区县间差异显著。小学生该比例范围在3.5%至43%。通常，成绩一般的学生及家长会寻求补习，但数据显示，成绩一般与优秀的小学生中均有约23%每周补课超3小时。深入分析显示，优秀生补课时间越长，其内部学习动机和主观幸福感越低；对成绩一般的学生而言，补课时间增加则导致学业成绩下滑。（中国人民政协网）

应试教育下，学生成绩备受瞩目，家长为让孩子不落后，从小学起就积极寻求提高成绩之道。因此，各类补课班在全国遍地开花，从城市延伸至农村，涵盖学术及艺术课程。家长们信赖这些新兴课程，尤其热衷报名文化课班。然而，补课机构虽宣称能提分且有一定效果，但其商业本质难掩，提分多作为招生盈利的宣传手段。（浅析小学生补课现状与应对措施 2020,65）

（图片来源：中国网）

三、初中生补习现状

2021年，北京师范大学刘坚教授、刘红云教授团队发布了“全国首个区域教育质量健康体检报告”。全面梳理了7年多来在181个区县的1322所初中采集到的区域教育质量健康体检结果。研究发现，32.8%的初中生每周校外补课超3小时，区县间差异大，比例在4.1%至75.4%不等。虽成绩一般的学生常补课提分，但优秀生补课情况更严重，比例分别为34.9%和13.2%。进一步分析显示，优秀生补课越多，学习动机和幸福感越低；而一般生补课时间增长，学业成绩反降。（中国人民政协网） 初中生补习规模庞大，超过半数以上的初中生参与课外补习，尽管教育部门有禁令，但补习现象依然普遍。补习强度高，科目主要集中在数学、英语、语文三门主课，每周补习时间超过3小时，多在放学后、周末及节假日进行。参与补习的原因主要是为了提高在校考试或竞赛成绩，其他如扩充知识、培养兴趣等也是考虑因素，但相对较少。

（图片来源：中国网）

四、高中生补习现状

高中生补习规模较大，教育补习参与率高。其中，省会城市的高中生参加教育补习的比例大于地级城市及县级市；高三年级参加教育补习的学生比例最高；成绩优异的学生参加补习的比例最高；重点高中的学生参加补习的比例高于普通高中；男性高中生参加教育补习的比例比女性高。在高中生的补习市场上，数学、英语和物理占据主要地位。从补习的科目来看，高中生补习最多的是数学、英语和物理，补习文综（历史、地理、政治）的高中生以艺术考生居多。从性别角度来看，女生补习数学的比例要大于男生，且参加多门科目补习的情况较多。参与教育补习的高中生中“培优”者居多。调查显示，大部分高中生主动自愿参加教育补习，参加补习的原因大都为了提高考试竞争力；成绩排名前十的学生参与补习率最高，学习成绩对教育补习的参与率无显著影响；成绩优异的学生对教育补习的评价更为积极，教育补习的培优功能进一步扩大了学生间的差距。（城市高中生教育补习的现状及影响因素研究 2015,45-46）

五、影响中国学生热衷课外辅导的深层次原因

（一）中考的激烈淘汰制使高考压力提前下移

中考竞争激烈，导致高考压力提前。中国普职高中录取率相近，约半数学生中考后难进普通高中，上大学机会渺茫。高等教育高录取率实则建立在中考分流基础上，普高外学生上大学几率低，因此中国学生为上大学，在中考这一“第一关”上投入大量精力，压力巨大。

（二）资源更加不均衡性加剧了“名校情结”

根据中国薪酬网公布的一份2018年中国大学毕业生薪酬排行榜显示，不同层次高校毕业生起薪差距大，排名第一与第五十、第一百名起薪分别相差1214元和2901元。且名校多位于资源集中城市，毕业生留城就业比例高，如北京、上海外省毕业生留城率超79%。名校意味着高薪、优环境、佳机会，因此更具吸引力，竞争更激烈。调查显示，55%受访者有名校情结，69.5%认为大学排行榜对考生影响大。（中国和美国中学生参加课外补习班情况对比分析 2019，82-83）

六、中国教育补习的政策

2021年7月，中共中央办公厅、国务院办公厅印发了《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》（以下简称“双减”）。减轻中小学生的课业负担、作业负担，其根本目的是要让教育回归本源，使学生享受到真正有质量的教育，让学生健康全面发展。

一是依据作业管理文件精神及指导意见，建立贴合学校实际的作业管理体系，并强化班主任在班级作业量调控中的核心作用。

二是坚决削减低质、低效、惩罚性及重复作业，通过抽查、评价、公示作业布置情况，激励教师严谨对待作业设计。

三是减轻学生对作业的恐惧，鼓励教师创新作业形式，如分层、分类布置，以及设计体验、调研、探究等多样化作业，让学生根据自身能力和兴趣选择，发挥作业的教育价值，激发学习动力，转变学生对作业的负面态度，让作业成为促进个人成长的学习过程。同时，基于“双减”政策，建立新的评价机制，摒弃“唯升学”“唯分数”观念，实施师生综合评价，并加强教学常规管理，确保教学质量。（中华人民共和国教育部网）

术语

中式梦核 (Chinese Dream-Core)

怀旧 (Nostalgia)

超现实主义 (Surrealism)

低保真图像 (Lo-fi Images)

梦核美学 (Dream-Core Aesthetics)

集体记忆 (Collective Memory)

文化认同 (Cultural Identity)

画面效果 (Visual Effect)

情感共鸣 (Emotional Resonance)

技术图像 (Technological Images)

问题

1. “中式梦核”艺术在当今青年文化中兴起的主要影响是什么？

2. “中式梦核”中怀旧元素的运用与西方梦核的表现有何不同？

3. 在“中式梦核”中，创造梦境般体验的关键视觉和听觉技巧有哪些？

4. 为什么“中式梦核”特别强调具有中国特色的建筑和童年物品？

5. “中式梦核”如何为中国“Z世代”的文化身份做出贡献？

参考文献

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