Exploring Red Education Communication in a Contrasting Perspective by Retracing the Long March as an Example

-- Taking Red Cities as an Example

Authors

  • Kangping Meng
  • Jinyue Zhang
  • Sihan Wu
  • Shuhao Le
  • Yunsheng Zhou

DOI:

https://doi.org/10.54691/fhss.v3i3.4458

Keywords:

Contrasting Perspective; Red Education; Patriotism; Retracing the Long March.

Abstract

Patriotism is the deep emotion for the motherland and people accumulated by the Chinese nation for thousands of years, and is the spiritual core of the Chinese nation. Standing at the new historical starting point, the patriotism education of youth should grasp the essence of patriotism scientifically with the broad vision of historical materialism closely following the characteristics of the times. The spirit of the Long March is an important part of the spiritual genealogy of the Chinese Communists, which contains a deep patriotic spirit and is a valuable spiritual treasure of our Party. This study attempts to conduct an exploratory analysis of red education dissemination methods in a contrasting perspective. The study takes retracing the Long March Road as an example and combines various survey methods to study red education dissemination methods in the new era. The team visited the red nodes in the field and revisited the revolutionary years to achieve the purpose of "promoting the main theme in a way that is appealing to young people". The team has accomplished the innovation of patriotic education paths from "consolidation" to "enlightenment" - to continue the red cultural bloodline.

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References

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Yue Shan, Zhang Yan. Patriotism communication in the context of Internet subculture: the example of "That year, that rabbit, those things"[J].News Communication, 2021(18):2.

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Published

2023-03-20

Issue

Section

Articles

How to Cite

Meng, K., Zhang, J., Wu, S., Le, S., & Zhou, Y. (2023). Exploring Red Education Communication in a Contrasting Perspective by Retracing the Long March as an Example: -- Taking Red Cities as an Example. Frontiers in Humanities and Social Sciences, 3(3), 15-21. https://doi.org/10.54691/fhss.v3i3.4458