Journal of Educational Development and Social Sciences
Journal of Educational Development and Social Sciences (JEDSS), a peer-reviewed open access journal published in English-language, provides an international platform for the publication and dissemination of original work that contributes to the understanding of the main and related disciplines of education development, humanities, social sciences either empirical or theoretical. The journal covers the whole spectrum of anthropology, archaeology, assessment, cultural studies, curriculum development, demography, diversity, education, educational methods and practice, educational research, human development, issues in education, law, learning, teaching & training, library and information sciences, linguistics and language, philosophy of education, psychology, public Administration, safety research, social Psychology, social work, sociology and political science, urban studies, and more.
Construction and Practice of Smart Curriculum for "Optics and Laser Principle Technology" Driven by Key Element Reform in Vocational Education
In 2026, the Ministry of Education issuedthe "Opinions on Deepening the Reform of Key Teaching Elements in Vocational Education" (Jiao Zhi Cheng [2026] No. 1), which explicitly identifies specialties, curriculum, textbooks, teachers, and practical training as the five core teaching elements of vocational education. The document proposes implementation pathways for systematic and coordinated reform, aiming to address practical challenges such as the disconnect between industry and education, closed-off school operations, and insufficient alignment between talent supply and industrial needs. As the core hub connecting specialty positioning, teaching resources, and practical training education, curriculum serves as the critical foothold for implementing element reform. Currently, fundamental engineering courses in higher vocational colleges generally face practical issues including outdated teaching content lagging behind industrial processes, monotonous teaching modes, insufficient digital teaching resources, and lack of process-oriented evaluation, making it difficult to meet the training needs of highly skilled talents in the intelligent equipment manufacturing industry. This paper takes the "Optics and Laser Principle Technology" course at Zhejiang Industry & Trade Vocational College as a real teaching reform carrier, combined with one semester of complete teaching operation data, and based on the requirements of coordinated reform of the five elements, explores a set of implementable and replicable smart curriculum transformation pathways tailored to the realities of higher vocational education. Through reconstructing the modular curriculum system, co-constructing school-enterprise digital teaching resources, building integrated online-offline smart classrooms, improving dual-qualified teacher cultivation and virtual-real integrated training systems, a data-driven whole-process teaching evaluation mechanism is formed. Teaching practice data shows that after systematic smart transformation, students' autonomous learning motivation, classroom participation, and comprehensive course pass rates have all been significantly improved, providing practical reference for the teaching reform of similar fundamental professional courses in optoelectronics and high-end equipment specialties.
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Critical Analysis of Task-Based Language Teaching (TBLT) in EFL Contexts
Task-Based Language Teaching (TBLT) is a foreign language teaching approach that centers on meaningful tasks and promotes language acquisition through authentic or simulated language use. Based on a review of its theoretical underpinnings-including the Interaction Hypothesis, the Output Hypothesis, and Sociocultural Theory-this paper critically examines the application of TBLT in English as a Foreign Language (EFL) contexts. It identifies that TBLT offers notable advantages such as learner-centeredness, authenticity, and a balanced focus on accuracy and fluency, yet it also faces significant challenges in task complexity management, teacher training, exam-oriented pressure, and limited resources. To address these issues, the paper proposes practical recommendations including strengthening teacher professional development, designing graded task types (e.g., information-gap tasks, decision-making tasks, role-plays, project-based learning, and collaborative writing), aligning with local assessment systems, and promoting autonomous and cooperative learning. The paper concludes that successful TBLT implementation requires adapting its core principles to local cultural and resource conditions to maximize pedagogical effectiveness.
The Value and Reasonable Limits of Behaviorist Drills in Modern Communicative Language Classes
Although behaviorist drills have been less used in language teaching since the emergence of Communicative Language Teaching in the 1980s, this paper suggests that they still have important educational value when applied under appropriate limits. It is believed that the main advantage of behaviorist drills is to improve the automaticity of language processing, thus freeing up the limited working memory of the learners for more important communicative activities. To facilitate the proper use of drills in modern English classes, three limit rules are put forward: drills should start from mechanical to meaningful, move from de-contextualized to contextualized, and adopt different kinds to prevent monotony. Finally, the paper indicates that in the post-method era, language teachers should regard drills as a means to achieve communication rather than the final goal of learning.
Humanism-Oriented Research on Misapplication Pitfalls and Optimizing Strategies of Four Core Foreign Language Teaching Approaches
In line with the healthy school development requirements of the 15th Five-Year Plan and the core competency goals of English education, this paper addresses the typical problems in China’s basic foreign language teaching, including behaviorist dominance, neglected student affective needs, and prevalent second language acquisition anxiety. Based on Maslow’s self-actualization theory and Rogers’ humanistic educational theory, this study focuses on four classic humanistic teaching approaches: Community Language Learning, the Natural Approach, Total Physical Response, and Suggestopedia. It explores how the four methods relieve learning anxiety and promote autonomous learning via community interaction, authentic contexts, multi-sensory experience and psychological suggestion. This paper further summarizes four common classroom application misconceptions, namely superficial educational concepts, misplaced classroom subjects, unitary evaluation systems and homogenized teaching design, which are mainly caused by long-term exam-oriented teaching and behaviorist paradigms. Adhering to the humanistic concepts of affective priority, individual difference respect and holistic development, the paper proposes systematic optimization strategies from four aspects: renewing teaching concepts, improving classroom practice, constructing diversified evaluation systems, and implementing graded teaching design.
Study on the Influence Mechanism of Teachers' Emotional Engagement on Students' Learning Behavior and Its Enhancement Pathways
Teachers’ emotional investment exerts a pivotal influence on students’ learning behaviors. Nevertheless, the prevalent tendency of prioritizing knowledge over emotion persists in current educational practices. This paper sorts out the concept of teachers’ emotional investment and its impacts on students’ learning behaviors, and elaborates on the core functions of teachers’ positive emotional investment in satisfying students’ developmental needs, building trust-based teacher-student relationships, and conforming to the orientation of modern educational reform. In reality, however, teachers’ emotional investment is confronted with dilemmas including weak emotional regulation capacity and insufficient support from professional training. Its investment level is jointly restricted by multiple factors such as teachers’ professional identity, students’ classroom feedback, school organizational atmosphere and evaluation systems. Accordingly, this paper puts forward systematic optimization strategies from multiple dimensions: guiding teachers to establish correct professional ethics, boosting their sense of professional honor, constructing a supportive organizational atmosphere, improving teaching hardware facilities, advancing educational informatization, and upgrading teachers’ personal professional competence. The study stresses that education should return to the people-oriented value of fostering virtue through education, integrate emotional care into the whole process of daily teaching, activate students’ learning potential through emotional power, and lay a solid foundation for advancing high-quality educational development.
From Healing to Depoliticization: A Freirean Critique of Experiential Learning in Equine-Assisted Education
Equine-assisted education (EAE) is often presented as an experience for helping children develop emotionally through contact with horses. This theoretical paper proposes a Freirean critique of the main discourse in equine-assisted education. Although EAE often employs language that appeals to people's sense of experience, most of the current research has not connected therapeutic practice with Dewey's democratic ideals and Freire's structural critique of oppression. Many EAE programs present trauma as a personal problem, organise private recovery activities, and use horses for therapy in a relatively apolitical setting. Therefore, the structure may be regarded as "therapeutic depoliticisation"; that is to say, it provides emotional support but does not address poverty, institutional neglect and structural violence. Freire's idea of "banking education" does not promote the development of critical consciousness; therefore, this paper studies whether EAE has moved from educating for social transformation to educating for social adaptation. Then it puts forward a problem-posing, interspecies model of EAE that connects individual healing with critical reflection on power, inequality and social justice.
Cooperation between Injury Prevention and Physical Recovery of College Students in Middle and Long Distance Running
Middle-distance running is one of the most involved events in college physical education, but the incidence of sports injuries remains high. However, the existing research mostly discusses injury prevention and physical recovery separately, lacking systematic integration. In this paper, college students' middle and long-distance running group is taken as the research object. On the basis of combing the common injury types of knee joint, calf, ankle and other parts and the three-dimensional causes of training load, individual ability and recovery status, preventive strategies such as scientific load management, running posture technology optimization, special strength training, warm-up and cold-body, and recovery means such as sleep intervention, nutritional supplement, active recovery and psychological recovery are analyzed respectively. Then, starting from the underlying mechanism of collaborative logic, a four-dimensional integrated "prevention-recovery" collaborative operation model of time, means, monitoring and individual is constructed, and some suggestions such as curriculum reconstruction, log monitoring, medical and physical linkage are put forward for college physical education teaching and extracurricular autonomous training. The purpose of this study is to break the training misunderstanding of "prevention belongs to prevention and recovery belongs to recovery", and provide an integrated theoretical framework and practical path for scientific training of middle and long distance running in universities.
Reflections on the Optimization of Health Behaviors and Exercise Modes in Chronic Disease Management for Obese Populations
Obesity is associated with various serious diseases such as high blood pressure, diabetes mellitus type 2, hyperlipidemia and coronary heart disease; therefore, to promote good health behaviour and exercise, one or more of these diseases must be addressed. Consider how to optimise the health behaviour and exercise pattern of an obese person with a chronic disease. Based on the above analysis, it has been proposed that instead of simply advising more exercise, tailored behavioural changes that are both sustainable for the individual and medically appropriate should be developed. Based on recent research and clinical studies, the five optimisation areas of this paper are: adjusting the intensity and type of exercise; improving compliance through specific action plans; reducing sedentary behaviour; integrating wearable device data; and adapting programmes according to the patient's co-morbidities and willingness to change. Therefore, based on the contents of this paper, the management of chronic diseases for obese individuals should be personalised, multidisciplinary and include aerobic exercise, resistance training and behaviour modification.
Narrative Construction of Pipa Props based on Body Media in Silk Road Flower Rain
This paper studies how the pipa prop in Silk Road Flower Rain serves as a vehicle for narrative construction through body media. The pipa is both a musical instrument and a cultural symbol in Chinese society, and it also functions as a prop used to create rhythm, stage space, visual effects, and narrative expression. The analysis shows that the props are employed to convey stories by changing the pose, motion, stability and way of use of the dancer's body. Based on studies of Dunhuang dance heritage, the cultural history of the pipa along the Silk Road, and performance theory for embodiment, this paper proposes that the pipa instrument acts as a medium for conveying mural images, stage choreography and audience interpretations. Based on the discussion so far, body-based narration may cause the audience to view props as culturally encoded performance signs rather than simply objects. In Silk Road Flower Rain, the pipa prop serves as a representative example of embodied narrative construction in Chinese dance drama.
Sorting Out Psychological Causes of Students Academic Burnout in Higher Education
Recently, a number of scholars have begun to investigate the problem of academic burnout among college students in more depth. Based on the above studies and traditional ideas, the primary causes of student burnout are as follows. Burnout is thus thought to be a result of the interaction among multiple risk factors rather than a single lack. Academic stress, anxiety, maladaptive perfectionism, low self-efficacy, poor self-regulation, weak coping strategies, and lack of social support are all associated with burnout, and heavy workloads and uncertain future prospects can further exacerbate these factors. The two types of causes in this paper are direct psychological causes and mediating and moderating mechanisms; therefore, it has been found that stress leads to anxiety; anxiety further increases exhaustion; and self-efficacy and support can reduce both of these negative impacts. Therefore, this study presents an organised list of the causes of burnout to inform support services for students.
A Study on Four-Character Structure Translation of Spells in Harry Potter from the Perspective of Skopos Theory
This study examines the translation of spells into Chinese four-character structure in the simplified Chinese version of Harry Potter from the perspective of Skopos Theory. As a vital element of the magical world and one of the most distinctive linguistic features in the series, spells present significant challenges in cross-cultural translation due to their etymologies, semantic structures and magical connotations. Drawing upon the three core principles of Skopos Theory – namely the Skopos Rule, the Coherence Rule, and the Fidelity Rule – this paper analyses the translation strategies employed by the translators of Chinese mainland edition. By examining the strategies through textual analysis and case studies, this research finds that Chinese four-character structure expressions are extensively adopted because they reproduce the brevity, rhythm, imagery, and performative force of the original spells while simultaneously in accordance with Chinese linguistic conventions and aesthetic preferences. The study further reveals that spells demonstrate a notable affinity with this structure at both linguistic level, including phonology, semantics, and pragmatics, and cultural level that four-character structure has long been rooted in Chinese expression and rhetorical aesthetics. It conjectures that these compatibilities encourage translators to adopt the four-character structure into translation. The thesis not only offers fresh insights into employing the four-character structure in English-to-Chinese translation but also presents new ideas for applying Skopos Theory more broadly in literary translation studies.
Machine Learning Empowering Language Acquisition: The Value and Application Path of Learning Motivation
Machine learning (ML) has shown some good results in second language (L2) education, so many adaptive learning systems, intelligent tutoring platforms and other natural language processing (NLP) tools have been developed. The above technologies will help improve the efficiency of learning and inspire students to study more actively. Machine learning can create personalised learning paths for students, and by the means of a conversation-based system, motivate them more intrinsically; NLP can then be used to provide students with comprehensible input to maintain their motivation as learners. Self-determination theory (SDT), the L2 Motivational Self System (L2MSS), and Vygotsky's zone of proximal development (ZPD) provide theoretical support for studying the effect of machine learning on students' motivation to learn Chinese as a second language. At the same time, there are also the problems of technology anxiety, algorithmic bias and the digital divide in the use of this technology. Based on the previous studies, this paper proposes a motivation-oriented framework for integrating ML tools in L2 teaching.
Alleviating Writing Anxiety among Beginner Learners: Strategies and Implications
Writing anxiety in English is a common affective barrier that hinders the language development process and learning confidence of beginner learners. To explore pathways for its alleviation, this study constructs a three-dimensional strategic framework integrating pedagogical intervention, psychological support, and technology empowerment through literature analysis. The research indicates that writing anxiety is typically associated with multiple factors, including insufficient language proficiency, cognitive overload, and evaluation pressure. Based on this, the paper examines corresponding alleviation pathways. At the pedagogical level, the application of the process writing approach may help structure writing tasks, while metalinguistic feedback could potentially facilitate deeper cognitive processing. At the psychological level, fostering a growth mindset and establishing a multi-feedback model might contribute to creating a supportive learning environment. At the technological level, the judicious use of AI-assisted tools can provide learners with immediate support, alleviating their cognitive and affective load to some extent. This paper suggests that through such multi-dimensional and systematic integrated interventions, it may be possible to offer theoretical reference and practical insights for alleviating writing anxiety among beginners and promoting the development of their writing self-efficacy and expressive abilities.
"Sports for Mental Nurturance": A Correlation Study on the Implementation of Sunshine Sports Policy and Positive Emotions in County-Level Primary Schools
This study aims to explore the intrinsic correlation between various implementation dimensions of the Sunshine Sports Policy and students' positive emotions in county-level primary schools, and provide empirical evidence for empowering students' mental health development through the implementation of sports policies. Using the cluster sampling method, 386 students from 12 primary schools in a county were selected as research subjects. Questionnaire surveys were conducted using the County-Level Primary School Sunshine Sports Policy Implementation Scale and the Positive Affect Scale. Data were processed through descriptive statistics, Pearson correlation analysis, and multiple linear regression analysis. The results showed that: ① The overall implementation quality of the Sunshine Sports Policy in county-level primary schools was at a medium to high level, with the policy cognition dimension scoring the highest (3.81 ± 0.68) and the supervision and evaluation dimension scoring the lowest (3.26 ± 0.85); ② All dimensions of policy implementation were significantly positively correlated with students' positive emotions (p < 0.001), with the activity implementation dimension showing the strongest correlation (r = 0.521); ③ Multiple regression analysis indicated that all dimensions of policy implementation could collectively explain 48.1% of the variance in students' positive emotions, with the activity implementation dimension having the most significant predictive effect on positive emotions (β = 0.375). The conclusion shows that effective implementation of the Sunshine Sports Policy can significantly enhance the level of positive emotions among primary school students in county areas. Enriching campus sports activities is the core path to cultivating students' positive psychology, and subsequent policy optimization should focus on the effectiveness of sports activity implementation and grassroots sports resource guarantee.
An Application Exploration of Meaningful Learning Theory in Secondary School English Grammar Teaching from a Core Competency Perspective
In the context of ongoing English curriculum reform, secondary school English grammar teaching is increasingly expected to move beyond mechanical rule memorization to foster students’ core competencies. However, many classroom practices still emphasize form-focused instruction, which may lead to fragmented grammatical knowledge and limited language transfer ability. Grounded in Meaningful Learning Theory, this paper adopts a theoretical and practice-oriented perspective to explore how Meaningful Learning Theory may be applied to secondary school English grammar teaching under the core competency framework. Through theoretical review and problem-oriented analysis of current practices, this study suggests ineffective grammar learning may largely stem from insufficient integration between new grammatical knowledge and learners’ existing cognitive structures. On this basis, several pedagogical strategies are proposed, including activating prior knowledge, constructing meaningful learning contexts, facilitating knowledge integration, and enhancing grammar transfer. It is argued that applying Meaningful Learning Theory may enhance students’ grammatical understanding and support the holistic development of their English core competencies.
Mental Health Literacy and Help-Seeking Pathways in School Counseling: A Conceptual Framework for Primary and Secondary Students
Mental health literacy has become an important concern for schools because students may experience psychological distress while lacking the knowledge, language, confidence, or supportive conditions required to seek help. Although school counseling services can increase access to support, service availability alone may not ensure that primary and secondary students recognize difficulties, reduce stigma, trust school-based helpers, and move from distress to actual help-seeking. This article develops a conceptual framework linking mental health literacy and help-seeking pathways in school counseling. Using an integrative framework synthesis of twenty uploaded sources, including international guidance, school mental health literature, help-seeking reviews, mental health literacy scholarship, social support theory, and Chinese policy and empirical studies, the article addresses three questions: what dimensions of mental health literacy are most relevant to school counseling, what barriers and facilitators shape student help-seeking, and how schools can translate mental health education into accessible counseling pathways. The synthesis suggests that student help-seeking is a staged and ecological process involving problem recognition, interpretation of distress, disclosure readiness, selection of help sources, access to school counseling, and follow-up support. Barriers tend to occur across individual, social, relational, institutional, and policy levels. The proposed framework positions mental health literacy as a bridge between school mental health education and counseling access, while teacher support, peer support, family engagement, confidentiality, visible referral pathways, and culturally responsive school systems operate as enabling conditions. The article contributes a practical conceptual model for schools seeking to strengthen help-seeking literacy and reduce the gap between psychological need and counseling use.
The Mechanisms of Value Identification and Emotional Belonging in the Work Effectiveness of Highly Qualified Specialists: A Mediated Model from Chinese Enterprises
In the knowledge-intensive workplace, the psychological bonds between highly qualified specialists (HQS) and their organizations have emerged as critical determinants of work effectiveness. However, the distinct roles of value identification and emotional belonging remain theoretically undifferentiated and empirically underexplored. Drawing on social exchange theory and self-determination theory, this study constructs a theoretical model examining the relationships among value identification, emotional belonging, and work effectiveness of HQS in Chinese enterprises. Using survey data from 562 highly qualified specialists, structural equation modeling and bootstrapping mediation analyses were employed. The results indicate that both value identification (β = 0.275, p < 0.001) and emotional belonging (β = 0.258, p < 0.001) are significantly and positively associated with work effectiveness. Moreover, emotional belonging partially mediates the relationship between value identification and work effectiveness (indirect effect = 0.087, 95% CI [0.063, 0.115]). The study also identifies organizational culture, management systems, and leadership style as key antecedents of value identification. These findings provide a differentiated understanding of cognitive and affective attachment mechanisms and offer practical guidance for cultivating value-congruent, emotionally supportive organizational environments for HQS.
The Four Dimensions of Integrating Labor Education into the Cultivation of New Era Individuals
Integrating labor education of the new era into the cultivation of new-era individuals is an important measure to practice the fundamental task of fostering virtue and nurturing talent and to promote deepening educational reform. This integration aims to build an all-round educational system encompassing moral, intellectual, physical, aesthetic, and labor education. It drives the coordinated linkage of labor education with family education, school education, and social education, achieving holistic education involving all members, throughout the entire process, and in all aspects. Based on a four-dimensional analytical framework, new-era labor education not only focuses on knowledge transmission and skill development but also strives to guide students in establishing correct labor values, promoting the spirit of labor and craftsmanship, shaping good professional ethics and sense of responsibility, thereby cultivating new-era individuals who can consciously shoulder the mission of building a strong country and reviving the nation.
Analysis of the Status Quo of AI Literacy Among Business Students and Optimization Strategies for Teaching
This study analyzes the status and structural characteristics of college students' AI literacy to inform educational optimization. Based on a four-dimensional framework ("Technological Cognition - Tool Application - Innovative Practice - Ethical Responsibility"), a survey (N=112) revealed an inverted pattern: "high application breadth, low cognitive depth." While students frequently use AI tools like DeepSeek and Doubao for academic tasks, they lack deep understanding of principles like machine learning. Data indicates that while critical AI literacy significantly drives innovation, current education fails to shift students from "tool dependence" to "cognitive restructuring."
From Assessment to Action: The Role of Online Counseling in School Mental Health Efforts
Mental Health issues among school-aged children and adolescents are so severe that the current campus assistance system is unable to resolve them in an ordinary way. In order to achieve this goal, by exploring which kinds of help do online counselling offer for enhancing schools' activities in mental health? And according to the screened data collected via digital channels, what type of assistance could they provide. Based on ecological system theory and the stepped-care model, it was argued in this paper that online counselling does not replace traditional face-to-face treatment; Instead, it provides an additional layer of support to address issues with access and detection identified in current services. Observe important parts, such as the creation of digitalised mental health assessment instruments, promoting the building of platforms for online guidance (individuals/Groups) ,and associated risks in environments where delivery of digital services is carried out, including privacy damage during therapy sessions and variations in therapeutic effects due to differences in technology application abilities among individuals. In summary, according to the research results of this paper, some policy recommendations aimed at integrating online counselling services into the existing school mental-health-care system at campuses would also be put forward.
Campus Integration in a Multicultural Context: International Students' Perceptions of Educational Equity and the Construction of Support Systems
Rapid growth in international students' admission over the past two decades has led to an increasing degree of multiculture at most universities. However, there has been no proportional increase in the fairness of educational experience for overseas students based on quantitative growth in their mobility. Academic support, social integration and access to institutions' resources remain persistent deficiencies for international students compared with domestic students. Based on publicly available data from the Institute of International Education (IIE) and the Organisation for Economic Co-operation and Development (OECD), as well as according to Berry's acculturation model, Bourdieu's cultural capital theory and Tinto's student integration theory, etc., this study explores how overseas students experience educational equity in a diverse campus environment. Key indicators of equity perceptions cover access to resources, the effectiveness of utilisation and results thereof. The Results reveal that there is an inherent need within the system of institutions, programs and policy to achieve structural Change.
Research on Environmental Awareness, Behavioral Status and Influencing Factors Among College Students in China: An Empirical Analysis Based on 348 Questionnaires
To explore the practical characteristics of environmental awareness and behaviors among college students in China's new era, analyze the core influencing factors of environmental behaviors, and evaluate the effectiveness of environmental education systems in universities, this study conducted a questionnaire survey from March 12 to March 16,2026, collecting data from 348 enrolled college students across multiple universities in 31 provincial-level administrative regions (including22 provinces: Shaanxi, Jiangsu, Zhejiang, Gansu, Guangdong, Henan, Heilongjiang, Hunan, Sichuan, Anhui, Shandong, Fujian, Hubei, Jiangxi, Shanxi, Hebei, Liaoning, Jilin, Guizhou, Yunnan, Qinghai, Hainan; 4 municipalities: Beijing, Shanghai, Tianjin, Chongqing; and 5 autonomous regions: Inner Mongolia Autonomous Region, Guangxi Zhuang Autonomous Region, Tibet Autonomous Region, Xinjiang Uygur Autonomous Region, Ningxia Hui Autonomous Region). Reliability and validity analyses were performed using SPSS software, along with correlation and regression analyses. The results indicate that students generally demonstrate strong understanding of core environmental concepts, with nearly 70% of respondents achieving "very familiar" or "fairly familiar" levels. Over 70% of students frequently engage in environmental behaviors, but there is a "knowledge-action gap," with less than 40% actively intervening in environmentally harmful behaviors. Personal environmental awareness, environmental knowledge reserves, and the development of university environmental education systems are key factors influencing student environmental behaviors. While university environmental education has established foundations in curriculum design, publicity campaigns, and student organization development, challenges remain, including uneven course quality, monotonous publicity formats, and insufficient organizational vitality. Based on China's national "dual carbon" strategy and relevant policies on ecological civilization education, this study proposes targeted improvement strategies from three perspectives—individuals, universities, and society—by integrating research findings. These strategies aim to enhance college students' environmental literacy and refine the university environmental education system, providing empirical references for practical implementation.
College students; Environmental awareness
Environmental education in higher education institutions
Study on Adaptive Selection in the English Translation of The Governance of China from the Perspective of Eco-Translatology
As a newly-emerging ecological paradigm in the research of translation studies, Eco-Translatology is a knowledge system created in China, featuring rich content, organized structure and unique characteristics. From the perspective of Eco-Translatology, the translator should take the translation ecologies of the target language into consideration, make selections and adaptations to the original text, and adopt multi-dimensional transformation strategies, among which the transformation of linguistics, culture and communication are of great importance. This thesis takes the Governance of China IV (hereinafter referred to as the Governance) as the object of study, and tries to analyze the English version of the Governance by exploring the “three-dimensional transformation” from the perspective of “selective adaptation and adaptive selection” of Eco-Translatology.
Selective adaptation and adaptive selection