Informace o kvalifikační práci Cultural Activity Holding Principles and Strategies in Facilitating the Sustainable Development of the Confucius Institute (Perspective of Leisure Time Activities)
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Hlavní téma
Cultural Activity Holding Principles and Strategies in Facilitating the Sustainable Development of the Confucius Institute (Perspective of Leisure Time Activities)
Hlavní téma v angličtině
Cultural Activity Holding Principles and Strategies in Facilitating the Sustainable Development of the Confucius Institute (Perspective of Leisure Time Activities)
Název dle studenta
Cultural Activity Holding Principles and Strategies in Facilitating the Sustainable Development of the Confucius Institute (Perspective of Leisure Time Activities)
Název dle studenta v angličtině
Cultural Activity Holding Principles and Strategies in Facilitating the Sustainable Development of the Confucius Institute (Perspective of Leisure Time Activities)
In the recent years, as China's economy and exchanges with the world have seen rapid growth, there has been a sharp increase in the world's demands for Chinese language learning and understanding Chinese culture. In response to this proper time and condition, the Confucius Institute came into being in 2004. More years since the establishment of the Confucius Institute, it has been growing rapidly. By the end of 2016, 512 Confucius Institutes and 1073 Confucius Classrooms have been set up among 140 countries (regions) in the world.
However, together with the development, attendant problems have also gradually emerged, such as difficulties in activities promotion, a low level of participation, lack of new ideas and so on. Besides, from some scholars' perspective, cultural differences and lack of cultural identity have also to a certain extent become a bottleneck of the development process. Whether cultural activities can be successfully organized is closely related to the sustainable development of the Confucius Institute. Various cultural activities organized by the Confucius Institute are important ways of cultural transmission. Admittedly, they are a way of cultural diplomacy which can show the world a general image of China and help other countries understand Chinese culture, but they also allow the local people to participate in person, to enhance their cultural awareness and cultural competence, and ultimately to enrich their leisure time.
The current academic researches about Confucius Institute are mainly focused on the macroscopic role it plays in strengthening China's cultural soft power or some simple introductions, while researches through faithful records and objective analysis are basically blank, which means that the overall research lacks the significance of practical guidance.
In this paper, I mainly use case study method, and collect data through documentations, archival records, web site resources and private working files. Under the concepts and research results of leisure theory, I conduct an analysis about the correspondence between leisure time activities and cultural activities of the Confucius Institute from the perspective of leisure areas and leisure benefits. Further, I choose the Confucius Institute at Palacky University in Olomouc as the subject of study, through investigating the chronicle of cultural events, curricula schedules and statistical data, activity schemes and budgeting from 2012 to 2016, together with the Institute's two Five-year Development Plans and Annual Report of Confucius Institutes, combining individual 3-year working experience in participating and organizing cultural activities, and with a self-reflection about the leisure motivation and leisure programming theories, I try to give an interpretation of the strategies and principles of how to efficiently design, promote and deliver meaningful and valuable cultural activities with a higher level of active involvement, in order that the sustainable development of the Confucius Institute could be better facilitated.
Anotace v angličtině
In the recent years, as China's economy and exchanges with the world have seen rapid growth, there has been a sharp increase in the world's demands for Chinese language learning and understanding Chinese culture. In response to this proper time and condition, the Confucius Institute came into being in 2004. More years since the establishment of the Confucius Institute, it has been growing rapidly. By the end of 2016, 512 Confucius Institutes and 1073 Confucius Classrooms have been set up among 140 countries (regions) in the world.
However, together with the development, attendant problems have also gradually emerged, such as difficulties in activities promotion, a low level of participation, lack of new ideas and so on. Besides, from some scholars' perspective, cultural differences and lack of cultural identity have also to a certain extent become a bottleneck of the development process. Whether cultural activities can be successfully organized is closely related to the sustainable development of the Confucius Institute. Various cultural activities organized by the Confucius Institute are important ways of cultural transmission. Admittedly, they are a way of cultural diplomacy which can show the world a general image of China and help other countries understand Chinese culture, but they also allow the local people to participate in person, to enhance their cultural awareness and cultural competence, and ultimately to enrich their leisure time.
The current academic researches about Confucius Institute are mainly focused on the macroscopic role it plays in strengthening China's cultural soft power or some simple introductions, while researches through faithful records and objective analysis are basically blank, which means that the overall research lacks the significance of practical guidance.
In this paper, I mainly use case study method, and collect data through documentations, archival records, web site resources and private working files. Under the concepts and research results of leisure theory, I conduct an analysis about the correspondence between leisure time activities and cultural activities of the Confucius Institute from the perspective of leisure areas and leisure benefits. Further, I choose the Confucius Institute at Palacky University in Olomouc as the subject of study, through investigating the chronicle of cultural events, curricula schedules and statistical data, activity schemes and budgeting from 2012 to 2016, together with the Institute's two Five-year Development Plans and Annual Report of Confucius Institutes, combining individual 3-year working experience in participating and organizing cultural activities, and with a self-reflection about the leisure motivation and leisure programming theories, I try to give an interpretation of the strategies and principles of how to efficiently design, promote and deliver meaningful and valuable cultural activities with a higher level of active involvement, in order that the sustainable development of the Confucius Institute could be better facilitated.
Klíčová slova
culture, leisure, activity, Confucius Institute, sustainable development
Klíčová slova v angličtině
culture, leisure, activity, Confucius Institute, sustainable development
Rozsah průvodní práce
50 p. 106 937 characters
Jazyk
AN
Anotace
In the recent years, as China's economy and exchanges with the world have seen rapid growth, there has been a sharp increase in the world's demands for Chinese language learning and understanding Chinese culture. In response to this proper time and condition, the Confucius Institute came into being in 2004. More years since the establishment of the Confucius Institute, it has been growing rapidly. By the end of 2016, 512 Confucius Institutes and 1073 Confucius Classrooms have been set up among 140 countries (regions) in the world.
However, together with the development, attendant problems have also gradually emerged, such as difficulties in activities promotion, a low level of participation, lack of new ideas and so on. Besides, from some scholars' perspective, cultural differences and lack of cultural identity have also to a certain extent become a bottleneck of the development process. Whether cultural activities can be successfully organized is closely related to the sustainable development of the Confucius Institute. Various cultural activities organized by the Confucius Institute are important ways of cultural transmission. Admittedly, they are a way of cultural diplomacy which can show the world a general image of China and help other countries understand Chinese culture, but they also allow the local people to participate in person, to enhance their cultural awareness and cultural competence, and ultimately to enrich their leisure time.
The current academic researches about Confucius Institute are mainly focused on the macroscopic role it plays in strengthening China's cultural soft power or some simple introductions, while researches through faithful records and objective analysis are basically blank, which means that the overall research lacks the significance of practical guidance.
In this paper, I mainly use case study method, and collect data through documentations, archival records, web site resources and private working files. Under the concepts and research results of leisure theory, I conduct an analysis about the correspondence between leisure time activities and cultural activities of the Confucius Institute from the perspective of leisure areas and leisure benefits. Further, I choose the Confucius Institute at Palacky University in Olomouc as the subject of study, through investigating the chronicle of cultural events, curricula schedules and statistical data, activity schemes and budgeting from 2012 to 2016, together with the Institute's two Five-year Development Plans and Annual Report of Confucius Institutes, combining individual 3-year working experience in participating and organizing cultural activities, and with a self-reflection about the leisure motivation and leisure programming theories, I try to give an interpretation of the strategies and principles of how to efficiently design, promote and deliver meaningful and valuable cultural activities with a higher level of active involvement, in order that the sustainable development of the Confucius Institute could be better facilitated.
Anotace v angličtině
In the recent years, as China's economy and exchanges with the world have seen rapid growth, there has been a sharp increase in the world's demands for Chinese language learning and understanding Chinese culture. In response to this proper time and condition, the Confucius Institute came into being in 2004. More years since the establishment of the Confucius Institute, it has been growing rapidly. By the end of 2016, 512 Confucius Institutes and 1073 Confucius Classrooms have been set up among 140 countries (regions) in the world.
However, together with the development, attendant problems have also gradually emerged, such as difficulties in activities promotion, a low level of participation, lack of new ideas and so on. Besides, from some scholars' perspective, cultural differences and lack of cultural identity have also to a certain extent become a bottleneck of the development process. Whether cultural activities can be successfully organized is closely related to the sustainable development of the Confucius Institute. Various cultural activities organized by the Confucius Institute are important ways of cultural transmission. Admittedly, they are a way of cultural diplomacy which can show the world a general image of China and help other countries understand Chinese culture, but they also allow the local people to participate in person, to enhance their cultural awareness and cultural competence, and ultimately to enrich their leisure time.
The current academic researches about Confucius Institute are mainly focused on the macroscopic role it plays in strengthening China's cultural soft power or some simple introductions, while researches through faithful records and objective analysis are basically blank, which means that the overall research lacks the significance of practical guidance.
In this paper, I mainly use case study method, and collect data through documentations, archival records, web site resources and private working files. Under the concepts and research results of leisure theory, I conduct an analysis about the correspondence between leisure time activities and cultural activities of the Confucius Institute from the perspective of leisure areas and leisure benefits. Further, I choose the Confucius Institute at Palacky University in Olomouc as the subject of study, through investigating the chronicle of cultural events, curricula schedules and statistical data, activity schemes and budgeting from 2012 to 2016, together with the Institute's two Five-year Development Plans and Annual Report of Confucius Institutes, combining individual 3-year working experience in participating and organizing cultural activities, and with a self-reflection about the leisure motivation and leisure programming theories, I try to give an interpretation of the strategies and principles of how to efficiently design, promote and deliver meaningful and valuable cultural activities with a higher level of active involvement, in order that the sustainable development of the Confucius Institute could be better facilitated.
Klíčová slova
culture, leisure, activity, Confucius Institute, sustainable development
Klíčová slova v angličtině
culture, leisure, activity, Confucius Institute, sustainable development
Zásady pro vypracování
In the recent years, as China's economy and exchanges with the world have seen rapid growth, there has been a sharp increase in the world's demands for Chinese language learning and understanding Chinese culture. In response to this proper time and condition, the Confucius Institute came into being in 2004. More years since the establishment of the Confucius Institute, it has been growing rapidly. By the end of 2016, 512 Confucius Institutes and 1073 Confucius Classrooms have been set up among 140 countries (regions) in the world.
However, together with the development, attendant problems have also gradually emerged, such as difficulties in activities promotion, a low level of participation, lack of new ideas and so on. Besides, from some scholars' perspective, cultural differences and lack of cultural identity have also to a certain extent become a bottleneck of the development process. Whether cultural activities can be successfully organized is closely related to the sustainable development of the Confucius Institute. Various cultural activities organized by the Confucius Institute are important ways of cultural transmission. Admittedly, they are a way of cultural diplomacy which can show the world a general image of China and help other countries understand Chinese culture, but they also allow the local people to participate in person, to enhance their cultural awareness and cultural competence, and ultimately to enrich their leisure time.
The current academic researches about Confucius Institute are mainly focused on the macroscopic role it plays in strengthening China's cultural soft power or some simple introductions, while researches through faithful records and objective analysis are basically blank, which means that the overall research lacks the significance of practical guidance.
In this paper, I mainly use case study method, and collect data through documentations, archival records, web site resources and private working files. Under the concepts and research results of leisure theory, I conduct an analysis about the correspondence between leisure time activities and cultural activities of the Confucius Institute from the perspective of leisure areas and leisure benefits. Further, I choose the Confucius Institute at Palacky University in Olomouc as the subject of study, through investigating the chronicle of cultural events, curricula schedules and statistical data, activity schemes and budgeting from 2012 to 2016, together with the Institute's two Five-year Development Plans and Annual Report of Confucius Institutes, combining individual 3-year working experience in participating and organizing cultural activities, and with a self-reflection about the leisure motivation and leisure programming theories, I try to give an interpretation of the strategies and principles of how to efficiently design, promote and deliver meaningful and valuable cultural activities with a higher level of active involvement, in order that the sustainable development of the Confucius Institute could be better facilitated.
Zásady pro vypracování
In the recent years, as China's economy and exchanges with the world have seen rapid growth, there has been a sharp increase in the world's demands for Chinese language learning and understanding Chinese culture. In response to this proper time and condition, the Confucius Institute came into being in 2004. More years since the establishment of the Confucius Institute, it has been growing rapidly. By the end of 2016, 512 Confucius Institutes and 1073 Confucius Classrooms have been set up among 140 countries (regions) in the world.
However, together with the development, attendant problems have also gradually emerged, such as difficulties in activities promotion, a low level of participation, lack of new ideas and so on. Besides, from some scholars' perspective, cultural differences and lack of cultural identity have also to a certain extent become a bottleneck of the development process. Whether cultural activities can be successfully organized is closely related to the sustainable development of the Confucius Institute. Various cultural activities organized by the Confucius Institute are important ways of cultural transmission. Admittedly, they are a way of cultural diplomacy which can show the world a general image of China and help other countries understand Chinese culture, but they also allow the local people to participate in person, to enhance their cultural awareness and cultural competence, and ultimately to enrich their leisure time.
The current academic researches about Confucius Institute are mainly focused on the macroscopic role it plays in strengthening China's cultural soft power or some simple introductions, while researches through faithful records and objective analysis are basically blank, which means that the overall research lacks the significance of practical guidance.
In this paper, I mainly use case study method, and collect data through documentations, archival records, web site resources and private working files. Under the concepts and research results of leisure theory, I conduct an analysis about the correspondence between leisure time activities and cultural activities of the Confucius Institute from the perspective of leisure areas and leisure benefits. Further, I choose the Confucius Institute at Palacky University in Olomouc as the subject of study, through investigating the chronicle of cultural events, curricula schedules and statistical data, activity schemes and budgeting from 2012 to 2016, together with the Institute's two Five-year Development Plans and Annual Report of Confucius Institutes, combining individual 3-year working experience in participating and organizing cultural activities, and with a self-reflection about the leisure motivation and leisure programming theories, I try to give an interpretation of the strategies and principles of how to efficiently design, promote and deliver meaningful and valuable cultural activities with a higher level of active involvement, in order that the sustainable development of the Confucius Institute could be better facilitated.
Seznam doporučené literatury
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.
BFSU. (2014-2016). Annual Report Confucius Institutes Beijing Foreign Studies University. Beijing Foreign Studies University
Catherine A. Sanderson. (2013). Health Psychology. (2. Ed.). Hoboken. John Wiley & Sons, Inc.
Christopher R. Edginton, & Susan D. Hudson, & Rodney B. Dieser, & Susan R. Edginton. (2004). Leisure Programming. (4. Ed.). New York. McGraw-Hill Companies, Inc.
Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative inquiry, 12(2), 219-245.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
GUO Xiaochuan. (2012) A Study of Intercultural Communication from the Perspective of Cultural IdentityWith the United State and Europe (EU) as Two Cases for Illustration. (Doctoral dissertation). Shanghai International Studies University.
GUO Yulu. (2009). Development Issues and Management Innovation in Confucius Institutes. Academic Forum, 32(6), 180-183.
HANBAN. (2012-2016) Confucius Institute Annual Development Report. Confucius Institute Headquarters.
HANBAN. (2013) Collection of Outstanding Cases of Confucius Institutes in Europe. Confucius Institute Headquarters.
HONG Chen. (2015). Research on the Significance of Individual Leisure Activities (Doctoral thesis). East China Normal University.
Hromádková, T. (2006). Jak Češi tráví volný čas. Marketing & Media, 26, 26.
HUANG Wenqin. (2006) The study on School Leisuer Education. (Master's dissertation). Shanghai Normal University.
HU Wenzhong. (2012). Introduction to Intercultural Communication. Foreign Language Teaching and Research Press.
JIANG Jiang, & QIN Ming, & KE Yannan, & YING Xiaoping. (2011). Leisure Activities and Subjective Well-being. Jorunal of Tourism, 26(9), 74-78.
John W. Creswell. 2012. Educational Research. (4. Ed.). Boston. Pearson Education, Inc.
Kelvin Seifert, & Rosemary Sutton. (2009) Educational Psychology. (2. Ed.). The Sylor Foundation
Kumar, S., & Phrommathed, P. (2005). Research methodology (pp. 43-50). Springer US.
LANG Xiaoya. (2013). Thoughts and Countermeasures of cultural activities of the Confucius Institute at University of Khartoum. (Doctoral dissertation). Northwest Normal University.
LIU Haichun. (2008). Life and Leisure Education. Beijing. People's Education Press
LI Wanqing. (2015). Analysis of the Current Situation of Cultural Communication Activities in Confucius Institutes - A Case Study of the Hanban Official Website. RENWEN TIANXIA, (20), 63-69.
LIU Xiaolian. (2012). Study on the Influential Factors of Urban Residents' Leisure Activities Participation. Business Economy, (9), 134-137
LIU Zizhong. (2004). The Traditional Differences and Gradual Integration of the Idea on Sport Leisure Culture Development. Journal of Wuhan Sports University, 38(6), 6-8.
Martinčević, J. (2010). Extracurricular Activities as a Factor of Education for a Leisure Time. ŽIVOT I ŠKOLA: časopis za teoriju i praksu odgoja i obrazovanja, 56(24), 29-34.
Michael Armstrong. (2009) Armstrong's Handbook of Management and Leadership. (2. Ed.).
Michael Armstrong, & Stephen Taylor. (2014) Armstrong's Handbook of Human Resource Management Practice. (13. Ed.)
Pesavento, L., & Ashton, C. (2011). Leisure education in the schools: Promoting healthy lifestyles for all children and youth. San Diego, CA: American Association for Physical Activity and Recreation (AAPAR).
QUAN Minhui. (2015). Analysis of the Relationship between Cultural Activities and Sustainable Development of Confucius Institutes from the Perspective of Intercultural Communication (Doctoral thesis). Xi'an International Studies University.
Rojek, C. (1999). Leisure and culture. Springer.
Seznam doporučené literatury
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.
BFSU. (2014-2016). Annual Report Confucius Institutes Beijing Foreign Studies University. Beijing Foreign Studies University
Catherine A. Sanderson. (2013). Health Psychology. (2. Ed.). Hoboken. John Wiley & Sons, Inc.
Christopher R. Edginton, & Susan D. Hudson, & Rodney B. Dieser, & Susan R. Edginton. (2004). Leisure Programming. (4. Ed.). New York. McGraw-Hill Companies, Inc.
Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative inquiry, 12(2), 219-245.
Grant, M. J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
GUO Xiaochuan. (2012) A Study of Intercultural Communication from the Perspective of Cultural IdentityWith the United State and Europe (EU) as Two Cases for Illustration. (Doctoral dissertation). Shanghai International Studies University.
GUO Yulu. (2009). Development Issues and Management Innovation in Confucius Institutes. Academic Forum, 32(6), 180-183.
HANBAN. (2012-2016) Confucius Institute Annual Development Report. Confucius Institute Headquarters.
HANBAN. (2013) Collection of Outstanding Cases of Confucius Institutes in Europe. Confucius Institute Headquarters.
HONG Chen. (2015). Research on the Significance of Individual Leisure Activities (Doctoral thesis). East China Normal University.
Hromádková, T. (2006). Jak Češi tráví volný čas. Marketing & Media, 26, 26.
HUANG Wenqin. (2006) The study on School Leisuer Education. (Master's dissertation). Shanghai Normal University.
HU Wenzhong. (2012). Introduction to Intercultural Communication. Foreign Language Teaching and Research Press.
JIANG Jiang, & QIN Ming, & KE Yannan, & YING Xiaoping. (2011). Leisure Activities and Subjective Well-being. Jorunal of Tourism, 26(9), 74-78.
John W. Creswell. 2012. Educational Research. (4. Ed.). Boston. Pearson Education, Inc.
Kelvin Seifert, & Rosemary Sutton. (2009) Educational Psychology. (2. Ed.). The Sylor Foundation
Kumar, S., & Phrommathed, P. (2005). Research methodology (pp. 43-50). Springer US.
LANG Xiaoya. (2013). Thoughts and Countermeasures of cultural activities of the Confucius Institute at University of Khartoum. (Doctoral dissertation). Northwest Normal University.
LIU Haichun. (2008). Life and Leisure Education. Beijing. People's Education Press
LI Wanqing. (2015). Analysis of the Current Situation of Cultural Communication Activities in Confucius Institutes - A Case Study of the Hanban Official Website. RENWEN TIANXIA, (20), 63-69.
LIU Xiaolian. (2012). Study on the Influential Factors of Urban Residents' Leisure Activities Participation. Business Economy, (9), 134-137
LIU Zizhong. (2004). The Traditional Differences and Gradual Integration of the Idea on Sport Leisure Culture Development. Journal of Wuhan Sports University, 38(6), 6-8.
Martinčević, J. (2010). Extracurricular Activities as a Factor of Education for a Leisure Time. ŽIVOT I ŠKOLA: časopis za teoriju i praksu odgoja i obrazovanja, 56(24), 29-34.
Michael Armstrong. (2009) Armstrong's Handbook of Management and Leadership. (2. Ed.).
Michael Armstrong, & Stephen Taylor. (2014) Armstrong's Handbook of Human Resource Management Practice. (13. Ed.)
Pesavento, L., & Ashton, C. (2011). Leisure education in the schools: Promoting healthy lifestyles for all children and youth. San Diego, CA: American Association for Physical Activity and Recreation (AAPAR).
QUAN Minhui. (2015). Analysis of the Relationship between Cultural Activities and Sustainable Development of Confucius Institutes from the Perspective of Intercultural Communication (Doctoral thesis). Xi'an International Studies University.
Rojek, C. (1999). Leisure and culture. Springer.