Entering the classroom of the School of International Cultural Exchange at Northwest Normal University, international students from Kazakhstan are reading an article on the theme of "Digital China" fluently in Chinese. Three years ago, his impression of China was still limited to vague concepts such as kung fu and the Great Wall. Nowadays, he is able to discuss new energy vehicles, live streaming economy in Chinese, and even introduce to Chinese classmates how Kazakhstan's local short video platforms have borrowed from the "Chinese model". Experiences like this are a microcosm of the qualitative transformation of the "Study in China" brand from "learning Chinese" to "understanding China".

The "15th Five Year Plan for Education Development" (hereinafter referred to as the "Plan") released by the State Council on June 30 this year clearly proposes to "strengthen the brand and capacity building of" studying abroad in China ", and emphasizes the need to" strengthen the international Chinese education brand ". This marks that foreign students will use the key of Chinese language to open the door to Chinese culture and society, and thus perceive a real, three-dimensional, and comprehensive China.

Language Bridge: From "Learning Words and Phrases" to "Understanding Culture"

Many foreign young people come to China to study abroad because they are optimistic about China's economic prospects or curious about Eastern culture. The "improvement of the full chain service system for studying abroad" mentioned in the "Plan" can actually be transferred to "studying abroad in China". From visa application to entering the classroom, from cultural adaptation to internship employment, Chinese universities are building a more friendly and efficient support system.

In terms of Chinese language teaching, the significant differences between Chinese tones, block characters, and the Western alphabet system pose learning difficulties and psychological barriers. The current classroom has shifted from traditional rote memorization to task-based teaching and cultural immersion teaching. International students will negotiate with "partners" in Chinese during the "Chinese+" practical training course, and communicate with villagers in Chinese during rural revitalization research. This immersive experience allows students to glimpse the fabric of Chinese society through language.

For example, after understanding that the word "home" represents the image of pigs raised under a roof, it is not difficult to comprehend the profound influence of agricultural civilization on Chinese family values; Mastering the term 'mobile payment' allows one to immediately integrate into the almost cashless modern Chinese lifestyle. The key first step from simply learning Chinese to truly understanding China is to use language tools to engage in positive and authentic interactions with the country and society.

Cultural resonance: from "watching the excitement" to "appreciating the way"

The core focus of upgrading the "Study in China" brand is to guide international students to transform from mere "bystanders" to "participants". For a long time in the past, some international students, despite living in China for many years, have been living in relatively closed "study abroad circles", occasionally tasting Beijing roast duck and taking photos in Hanfu, and their overall understanding of Chinese society has remained at the level of "watching the excitement". In the current context, with the help of deep level cultural exchanges between China and foreign countries, this situation is slowly changing.

The Plan specifies the need to promote cultural exchanges between China and foreign countries. It can be observed that in university campuses, the scene of "two-way rush" is increasing, and Chinese and foreign students often participate in joint competitions or form teams to complete course assignments; In grassroots communities, international students actively participate in traditional festival celebrations; In Sino foreign joint ventures, students returning from studying abroad work together with local employees

This interactive process is a direct way for civilizations to learn from each other. From simply learning the Chinese language, to gaining a deep understanding of Chinese cultural history, and then integrating into contemporary Chinese social production, they began to truly understand the spiritual core behind language and cultural symbols - the Chinese people's patriotism, collectivism, and the endogenous driving force behind the flourishing development of contemporary China.

Global Perspective: From 'Learners' to' Communicators'

The "Study in China" brand is committed to cultivating a group of "Zhihua Youhua" talents who understand the reality of China, love Chinese culture, and can play a role in the design of the entire global governance system. The Plan proposes to "participate in leading global education governance" and "further enhance China's leadership in key areas such as girls' and women's education, digital education, and STEM education". This provides a broad platform for the vast group of international students to showcase their talents.

The transition from "learning Chinese" to "understanding China" is essentially a logical loop: foreign youth first learn Chinese to gain a preliminary understanding of China; By relying on life experience and multidimensional communication, one can ultimately understand the internal cultural logic and overall development framework of China; When they carry these understandings back to their homeland or go global, they naturally become "ambassadors of the people" who tell the story of China.

In many countries' international Chinese language classrooms, there are graduates studying in China. As local Chinese language teachers, they spread their understanding of Chinese language, culture, and culture around the world. For example, Uzbekistan students who have studied abroad in China have grown into business environment affairs managers for Huawei Uzbekistan; After returning to China, Lao students engaged in the operation of the China Laos railway and devoted themselves to the construction of their own country with China's experience in infrastructure construction.

According to data from the Ministry of Education, in recent years, the proportion of students with academic qualifications studying in China has been increasing year by year, and the source countries cover the world. Under the framework of the "the Belt and Road" initiative, Chinese government scholarships have attracted a large number of young people from the co construction countries to study in China. Unlike short-term communication, academic education focuses more on students' systematic understanding of China's development model and social governance logic, which provides solid support for the transformation of the "Study in China" brand from "scale growth" to "quality improvement".

The future of the "Study in China" brand lies not only in providing a series of excellent Chinese education products to the world, but also in providing a unique perspective for observing the development process of modern society. Thousands of years ago, envoys from various countries came to the ancient city of Chang'an. They not only took away physical objects such as silk and porcelain, but also the most advanced civilization concepts of that time. Today, with the help of "studying in China", young people from all over the world have learned to use Chinese flexibly, but also deeply participated in the historical process of Chinese path to modernization.

As more and more foreign youth achieve a leap from "learning Chinese" to "understanding China", this understanding that began with language will eventually precipitate into an understanding of the resilience of civilization. Through the unique window of Chinese language, they were able to gain insight into a Chinese image that is both rich in ancient heritage and exudes youthful vitality, displaying sufficient confidence and an inclusive attitude, and will convey this understanding to the whole world. This is not only the result of opening up education to the outside world, but also a victory for the exchange and mutual learning of different civilizations. (Author Zhao Huan, Associate Professor at the School of International Cultural Exchange, Northwest Normal University)