東南學校楊燦基校長帶領教師團隊參觀「戰火青春——新四軍中的青年人物展」

2022年9月28日(三),在澳門大學中國歷史文化中心副主任鄭寧人及行政人員等的熱情接待下,東南學校楊燦基校長與學校教師一行九人訪問澳門大學中國歷史文化中心,參觀「戰火青春——新四軍中的青年人物展」。

過程中,楊校長指出新四軍不怕犧牲、無畏無懼的態度值得師生們頌揚,並希望本校教師團隊能夠身體力行,用行動延續其不朽的精神,陳副校長亦表示,透過展覽教師們可以了解到,新四軍不但在軍事上作出了重大貢獻,在文化、經濟、醫療等方面也頗有建樹,是一個不容錯失的學習機會。

中心副主任鄭寧人提議,校方可以將新四軍展覽活動帶入校園,加強愛國主義教育,提升澳門青少年的民族認同感與自豪感,培養愛國愛澳新一代。

 

“葉挺與澳門”學術研討會在澳門大學舉行

由鹽城市文化廣電和旅遊局、新四軍紀念館和澳門大學中國歷史文化中心聯合主辦的“葉挺與澳門”學術研討會,於9月21日在澳門大學中國歷史文化中心舉行。

葉挺是新四軍主要領導人之一。他參與指揮南昌起義並出任前敵總指揮,參加廣州起義時任工農紅軍總司令,抗日戰爭中又出任新四軍軍長。作為中國人民解放軍創始人及新四軍重要領導人,葉挺一生歷經大起大落。青年成名,書寫北伐、抗日傳奇;經歷海外流亡,五年監牢,一首《囚歌》成了他堅貞革命氣節的寫照。

葉挺將軍一家曾與澳門有著不解之緣。位於澳門賈伯樂提督街76號的葉挺將軍故居,為葉挺一家在1932年至1942年間在澳居所。其9名子女中,有7個都出生於此,童年也大都在此度過。自2012年起,澳門政府對澳門葉挺故居進行多次修復,2014年5月28日“葉挺將軍故居”正式對外開放。自此,澳門葉挺故居成為澳門重要的歷史人文景點。

本次研討會邀請到江蘇省鹽城市新四軍紀念館仇金標館長、澳門立法議員、澳門鹽城聯誼會會長、澳門科技大學副校長龐川教授、澳門中西創新學院院長陳偉明教授、澳門大學人文學院院長徐杰教授、澳門大學澳門研究中心主任林玉鳳教授、澳門大學中國歷史文化中心訪問教授傅天虹教授、澳門大學中國歷史文化中心主任朱壽桐教授、上海《探索與爭鳴》總編葉祝弟等學者參與座談交流。本次活動更邀請到葉挺將軍孫女葉蓮和江蘇省政府副祕書長,散文作家朱步樓線上進行致辭。

研討會由江蘇省鹽城市新四軍紀念館仇金標館長主持,多名專家學者對葉挺將軍的愛國精神和不屈不撓的革命鬥志,以及其戎馬傳奇的一生,進行了廣泛而深入的學術探討交流。主辦機構冀望通過蘇澳兩地聯合舉辦相關學術性研討,深入發掘以葉挺將軍為代表的澳門歷史人文資料,進一步豐富澳門歷史文獻的內涵,助推澳門“以中華文化為主流,多元文化並存的交流合作基地”的建設。

研討會後,與會嘉賓應邀參觀了即將與9月22日舉行啓動儀式的《戰火青春——新四軍中的青年人物展》。

 

 

《戰火青春——新四軍中的青年人物展》助澳青認知國情

由江蘇省海外聯誼會指導,澳門江蘇聯誼會、江蘇香港文化促進會支持本次展覽,鹽城市海外聯誼會、新四軍紀念館、澳門大學中國歷史文化中心、國情教育(澳門)協會聯合主辦的《戰火青春——新四軍中的青年人物展》,近日在澳門大學中國歷史文化中心隆重舉行。

今年適逢中國共產主義青年團成立100周年,展覽擷選有代表性的54個新四軍青年事蹟,集中詮釋中國共產黨人和新四軍青年將士的初心與使命,旨在讓澳門青少年瞭解近代以來祖國苦難的歷史、奮鬥的歷史,感受中國共產黨領導全民族同胞救國、興國、強國的堅定信仰、昂揚鬥志,切實增進青少年對國家和民族的認同,彙聚更多愛國愛澳力量,加強愛國主義教育。

活動以播放《戰火青春—新四軍青年事蹟展》視頻介紹拉開帷幕,期間由新四軍紀念館講解員展演紅色故事《崢嶸歲月的紅色浪漫》、紅色情景朗誦《囚歌》。

江蘇省委統戰部副部長、江蘇省海外聯誼會副會長李衛華在致辭時表示,近代以來,江蘇湧現了周恩來、瞿秋白、張聞天、惲代英、張太雷、秦邦憲等優秀兒女,數以萬計的革命烈士為了反抗侵略、人民解放和國家新生而在江蘇大地上奮鬥和犧牲,以鮮血鑄造的新四軍“鐵軍精神”就是江蘇地方文化的亮麗底色之一,是中華文明歷史進程中的寶貴文化財富。

澳門大學中國歷史文化中心主任朱壽桐認為此次展覽能順利的舉行,說明疫情正在退出,新冠必將倒下,正常的生活秩序會回歸到我們的人生之中。朱壽桐還強調新四軍領導人與澳門的關係,說明澳門是個值得驕傲的城市,並未缺席中國現代革命史的重要環節


澳門大學楊文佩同學作爲學生代表發言,楊同學表示,在參觀此次圖片展覽時,感受到了新四軍的家國精神。家是最小國,國是千萬家,有了強的國,才有富的家。圖片背後的歷史故事,浸潤出濃鬱的家國情懷,生動傳遞著一個民族厚實的底蘊,從展覽中自己深受鼓舞。

澳門中聯辦宣傳文化部副部長殷汝濤、江蘇省委統戰部副部長、江蘇省海外聯誼會副會長李衛華、澳門特區政府教育及青年發展局處長黃超然、澳門特區政府文化局處長林偉業、澳門立法議員馬耀鋒、江蘇省政協常委、澳門江蘇聯誼會會長岑展平、江蘇省政協常委、江蘇香港文化促進會會長陳慧鈺、澳門中華優秀傳統文化協會會長陳志玲、江蘇省委統戰部港澳臺工作處處長張志中、鹽城市委統戰部四級調研員、鹽城市工商聯黨組成員王號、新四軍紀念館館長仇金標、澳門大學人文學院院長徐杰等為活動主禮嘉賓。啓動儀式後,在新四軍紀念館講解員的引領下,嘉賓參觀了《戰火青春——新四軍中的青年人物展》。據悉,該活動從澳門大學中國歷史文化中心拉開序幕,未來還計劃將走進更多的澳門校園。

 

中國歷史文化推廣基地已達基本目標

日前,澳門大學中國歷史文化中心在中聯辦教青部領導的見證下,與澳門聖若瑟教區中學第五校簽署了《共建中國歷史文化推廣基地協議》,這標志著中國歷史文化推廣基地迄今已建滿十個,達到了該計劃設置的基本目標。

2022年9月19日(星期一)下午,澳門聖若瑟教區中學第五校於學校禮堂舉行隆重活動及簽約儀式。澳門中聯辦教育與青年工作部徐婷部長、徐之平副處長蒞臨指導,澳門大學人文學院徐杰院長,澳門大學中國歷史文化中心朱壽桐主任、鄭寧人副主任,以及澳門天主教學校聯會黃彪理事長,教區天主教教區委員會陳庭鋒主任,聖若瑟教區中學第五校陳繼容校監、黃建民校長、林蓮麗副校長、麥菊娜副校長、區僑恩副校長、鮑少娟副校長等嘉賓,亦分別代表澳門大學和聖若瑟教區中學第五校出席了本次活動。

黃建民校長代表聖若瑟教區中學第五校介紹了學校以往在中華文化弘揚方面所做的努力,並期望未來成為推廣基地後能夠更上一層樓,積極面向社會,擴大對外合作交流。林家達老師亦指出,聖若瑟教區中學第五校十分重視歷史教育,學校的「愛我中華」內地考察活動多年來一直深受學生們的青睞,今年八月學校更成立了歷史文化小組,以繼承弘揚中華文化為己任,讓優秀傳統文化薪火相傳。

中國歷史文化中心朱壽桐主任表示,中國歷史文化推廣基地是澳門中小學生人文社科教育基地與澳門大學中國歷史文化中心設立的重要建設項目,是中華文化建設與推廣的重要實踐,旨在落實「中華文化為主流,多元文化並存交流」的高端定位,在澳門中小學中樹立共同推廣中華文化的典範。

該項目致力於加強與澳門中小學的合作,深化澳門青少年對中國歷史文化的認知與了解,增進其民族認同感,鼓勵其自覺傳承優秀傳統文化,從而更好地推動中華文化在澳門的傳播和發揚。

目前,中國歷史文化推廣基地已先後建成十個,包括培正中學、海星中學、浸信中學、菜農子弟學校、利瑪竇中學、澳大附屬應用學校、勞校中學、新華學校、東南學校,以及最新加入的聖若瑟教區中學第五校,提前完成了五年建成十所推廣基地的任務。各推廣基地在名師名校講座計劃,歷史文化遺產考察計劃和特色項目建設計劃的落實方面取得豐碩成果,也積累了可貴經驗。朱壽桐指出,事實證明,穩步踏實,有實效地建設推廣中心,此計劃可行。

Delegation of China Tourism Academy and Macao Government Tourism Office Visited Macao Base for Primary & Secondary Education in Humanities & Social Sciences

On September 19, 2022 (Mon), Zhang Yang, Associate Researcher of the Institute of Industry of China Tourism Academy, Chai Yan, visiting Scholar of the Institute of Industry of China Tourism Academy, and Ma U Leng, Head of Organizational Planning and Development Department of the Macau Government Tourist Office (MGTO), and the delegation visited the Base.

The delegation was warmly received by Professor Sio Chio Leong, Director of Academic Affairs Department of CCHC, Kuan Sio In, Principal Administrative Officer, and Professor Chen Zhong, Deputy Director of the Confucius Institute, who led them to visit Cultural Building and introduced them to the basic information of the Base, CCHC and the Confucius Institute in Cultural Building.

During the interactive conversation, Prof. Sio Chio Leong pointed out that the interaction between mainland China and Macao universities should be strengthened, hoping to form a platform for mainland students to study in Macao and develop the awareness of study tour industry. Associate Researcher Zhang Yang agreed and hoped to strengthen the exchange and cooperation in the future.

Finally, on behalf of CCHC, Kuan Sio In, Principal Administrative Officer, presented a souvenir to Mr. Zhang Yang.

Professor Zhu Shoutong Received Great Enthusiasm in “Seminar on the Development of Compulsory Education in Suzhou”

Suzhou Municipal Education Association and Soochow University Private Education Research Center organized the “Seminar on the Development of Compulsory Education in Suzhou” on July 12, 2022. The seminar aims to analyze the possible difficulties and challenges in reducing the proportion of private compulsory education in Suzhou and to seek advice from authoritative experts for the reference of the relevant departments.

Suzhou is the earliest, fastest and most prosperous city in China for the development of private voluntary education. This seminar is a high-profile professional conference in mainland China. Representatives of Macao SAR were invited to give keynote speeches in the seminar, including Prof. Liu Jun, Rector of the City University of Macau, and Prof. Zhu Shoutong of the Centre for Chinese History and Culture of the University of Macau (CCHC). President Liu Jun is also an academic member of CCHC.

Professor Zhu Shoutong, the person-in-charge of the Macao Base for Primary & Secondary Education in Humanities & Social Sciences, attended the conference and presented a speech on the theme of “The historical opportunity period of the advanced private education”. In the seminar, he introduced the situation of private basic education in Hong Kong and Macao. He provided a case study of the advanced private education in Suzhou with historical significance and cultural heritage, which aroused the intense interest of the participants in the seminar to further communicate, as a testimony to the unity of the academics from Macao and the mainland China in contributing to the development of compulsory education in China. Professor Liu Jun also presented a speech on the educational situation in Macao.

Professor Zhu Shoutong: Cultural Ethics is the Key to Introducing Chinese Traditional Culture into Campus

Editor’s Note: General Secretary Xi Jinping stressed in his presidency of the Political Bureau of the CPC Central Committee on deepening the study of the Chinese civilization exploration project that “Chinese civilization has a long and profound history. It is the unique spiritual mark of the Chinese nation, the root of contemporary Chinese culture, the spiritual bond that connects Chinese people around the world, and the treasure of Chinese cultural innovation.”

The closing ceremony of the first “Celebrating Traditional Chinese Culture” project was recently successfully held online. The event was co-organized by the China Education Innovation Institute of BNU, China Education Innovation EXPO and the China Education Channel (http://edu.china.com.cn/). What is the relationship between red culture and Chinese traditional culture? Why is Chinese civilization the only one among the four ancient civilizations surviving today? What is the key to Chinese traditional culture in entering schools and colleges? The China Education Channel planned the first “Celebrating Traditional Chinese Culture” project learning activity series and interviewed Professor Zhu Shoutong, Head of the Department of Chinese Language and Literature, and Director of the Centre for Chinese History and Culture of the University of Macau, and Executive Vice Chairman of the Overseas, Hong Kong, Macau and Taiwan Chinese Calligraphers Association, to explain the above issues.

Professor Zhu Shoutong, Head of the Department of Chinese Language and Literature, and Director of the Centre for Chinese History and Culture of the University of Macau (CCHC), and Executive Vice Chairman of the Overseas, Hong Kong, Macau and Taiwan Chinese Calligraphers Association, interviewed by www.chinanews.com

“People-oriented” is the spiritual core of Chinese traditional culture

Interviewer: How do you understand the traditional Chinese culture?

Zhu: Chinese traditional culture is all-encompassing. Confucianism, Taoism, Mohism, Legalism, and other parts of classical Chinese thought and cultural wisdom form the core of Chinese traditional culture, which the idea of “people-oriented” can summarize. This core of people-oriented thinking may be expressed differently in various historical periods and political contexts, but the spiritual direction it embodies must be the same.

Interviewer: Can you elaborate on the spiritual core of the “people-oriented” traditional Chinese culture?

Zhu: Chinese traditional culture is represented by Confucianism, of which the formation of the spiritual core of Chinese traditional culture should be traced back to the Spring and Autumn Period and the Warring States Period, when a hundred thoughts were contending. The core of Confucianism, Mohism and Taoism can be summarized as “benevolence”, Confucius’s “people-oriented”, Mencius’s “benevolent government”, Mo Tzu’s “Doctrines of Universal Love and Antiwar” Lao Zi’s “Heaven and Earth are ruthless; To them the Ten Thousand Things are But as straw dogs” are all about “benevolence.” The highest degree of overlap between different schools of thought is the idea of “benevolence”.

Interviewer: What is the relationship between the Chinese traditional culture and the cultures of other nationalities all over the world?

Zhu: Every great nation in the world has a great culture, and the greatness of a nation is due to the greatness of its culture. The core of a great culture should be a culture that is in line with the direction of human civilization. The idea of “benevolence” in Chinese traditional culture contains values such as “The Benevolent loves the others” and “Doctrines of Universal Love”. There are many similar values in the West, such as “Liberty, Equality, Fraternity (Liberté, Égalité, Fraternité)”. Although the expressions and connotations of “fraternity” in Chinese and Western cultures are relatively different, both sides point to respect, affinity, and love between people.

Interviewer: In your opinion, what makes Chinese civilization the only civilization that has persisted to the present?

Zhu: Among the four ancient civilizations in the world, the Chinese civilization is the only one that has not experienced a break in the flow of literature or a cultural fault line. This is due to various factors such as history, geography and culture, and it is also closely related to the spiritual energy of Chinese culture that can adapt to different historical periods, modes of production and social structures. Whether it is the 3,000-year history of Chinese civilization recognized by the international community or the 5,000-year history of Chinese culture that can be proved by archaeological data, the Chinese nation has always been able to move forward bravely through the twists and turns and maintain the distinctive characteristics of Chinese civilization in the exposion to natural disasters and foreign invasions.

It can be said that the excellence of Chinese civilization lies in its strong benevolence and influence on foreign cultures. During its tortuous development, Chinese civilization has been constantly challenged by other cultures. However, most of foreign cultures were accommodated by the Chinese civilization and became part of the new Chinese civilization in the end. The Chinese traditional culture in all aspects, especially in the field of religion, has always maintained a tradition of openness and benevolence, which provides a precious reference for other civilizations worldwide.

Interviewer: What suggestions do you have for promoting Chinese traditional culture?

Zhu: There is a certain degree of deviation in the public’s knowledge of some aspects of Chinese traditional culture. During the May Fourth Movement, the intellectuals at that time put forward a lot of critical views on traditional Chinese culture from the perspective of modern civilization to promote the development of the new cultural movement. Nowadays, most of the traditional culture that the public is exposed to and cognizant of is based on the various viewpoints accepted from the texts interpreted by modern people rather than the contents expressed in the original texts of Chinese traditional culture.

In other words, what the public knows is not the traditional culture in its original form, but it interpreted by modern people out of various needs of the time, thus making the original Chinese traditional culture’s dross magnified and causing people to have a negative impression of some of its contents.

Such one-sided cultural interpretations have been common in Chinese history. For example, the story of “Bury Son to Support His Mother”, which was included in the ”Twenty-four Stories of Filial Piety” of the Yuan Dynasty, is an interpretation that violates human nature and distorts the spirit of “filial piety”. In my opinion, the promotion of Chinese traditional culture should return to the original texts, and we should read and interpret the culture on the basis of the original texts.

Cultural Ethics is the Key to Introducing Chinese Traditional Culture into Campus

Interviewer: How to make Chinese traditional culture better implement on campus?

Zhu: For students of different academic levels and cognitive levels, there is a need to differentiate the introduction of Chinese traditional culture into campus. It is difficult for elementary school students to understand reading cultural texts.

In my opinion, one of the key words in Chinese traditional culture is “cultural ethics”, and Chinese traditional culture should be precipitated as an ethical and moral ability of human behaviour and human values. Ethics is not for others to see, but a sense of self-awareness and righteous judgment of right and wrong, and young people are in the critical period of cultural ethics formation, so they need to be guided. For example, “respecting others” includes respecting and understanding others. If parents affirm their children‘s retaliation for their classmates’ glares, they are not teaching their children to be benevolent, loving and friendly from a cultural and ethical perspective.

Interviewer: In what way should cultural ethics be introduced into schools?

Zhu: When cultural ethics is introduced into the campus, it needs to be integrated into the daily curriculum, rather than taking the form of activities.

For elementary school students, the activities tend to be formal and look busy, such as learning to respect their parents and assigning children the task of washing their parents’ feet. If they are cheeky, they will lose the influence of cultural ethics. Through the explanation of excellent traditional culture, the choices and stories of historical figures should be told so that children can intuitively understand the trade-offs and considerations of these historical figures in the context of the time. In this way, children will identify with Chinese traditional culture’s values at the cultural ethics level.

Therefore, the theme of this tribute activity is perfect, which is to “pay tribute” to the excellent traditional culture of China and to convey to the students an attitude and concept of maintaining respect for the traditional culture.

Interviewer: What are your feelings and gains from participating in the first “Celebrating Traditional Chinese Culture” project learning activities?

Zhu: The teams participated in this tribute with a very positive, serious and reverent attitude. The preparation of the text, the setting of the video, the collation of materials, and the planning of the display of each link are all reflect the appeal and intrinsic charm of this tribute.

Many people think that “Chinese traditional culture” and “young students” are not very relevant because the former is more relevant to experts, cultural researchers and teachers. By participating in this tribute, we will find that the excellent traditional culture is all around the youth. Not only do they need to learn it, but they need to experience it. This cultural form is a natural, cultural resource that is embedded in our Chinese bloodline.

The exchange and collision of civilizations is vital to keep cultures alive

Interviewer: Since modern times, the influential Western culture has had a far-reaching impact on the world. What can be learned from how Western culture is spread in relation to the spread of Chinese traditional culture?

Zhu: Historically, Western countries have spread their cultures through military, religious, educational and cultural exchanges. For us, what we can learn is to spread Chinese culture through education and cultural exchanges. During the May Fourth Movement, the Chinese people at that time accepted many Western things through the introduction of foreign writings and Western-style education.

Interviewer: Global cultures are constantly exchanging and colliding nowadays. How can Chinese traditional culture keep up with the times and innovate?

Zhu: To promote cultural innovation, we must consider the following three aspects.

First, the concept of “cultural confidence” advocated by our country is essential. The influence of culture is self-evident if a country wants to establish its position in the world and win its dignity. A country with cultural confidence can show its excellence on the world stage and win the respect of other nations and countries worldwide. Cultural confidence is a quality that every Chinese nation and every Chinese need to improve.

Second, a culturally benevolent and open attitude is closely related to cultural confidence. Only a country with full cultural self-confidence can truly treat other cultures with the attitude of openness and benevolence. On the basis of establishing ourselves and not losing ourselves, we can have a high degree of self-confidence to view, tolerate, examine and conditionally accept other advanced cultures because they are also essential resources for enriching and enriching Chinese culture. The exchange and collision between different cultures are important to maintain cultural vitality.

Third, under the state of globalization and openness, Chinese scholars need to use their language, habits, and oriental thinking to interpret the Chinese traditional culture, an advantage that no non-Chinese native-speaking cultural scholars have.

Article/ Jiang Lili

Original Article URL:http://t.m.china.com.cn/convert/c_1plqJ5PP.html

CCHC Visited the Chinese Section of Colegio de Santa Rosa de Lima

Macao Base for Primary & Secondary Education in Humanities & Social Sciences is dedicated to the training and teaching of literature, history, visual art, Putonghua and foreign languages, aiming to nurture diversified talents for Macao. In the morning of 9 June, 2022 (Thursday), members of Centre for Chinese History and Culture (CCHC) including Deputy Director Cheang Neng Ian, Principal Administrative Officer Kuan Sio In, and Administrative Assistant Ho Sok Fong visited the Chinese Section of Colegio de Santa Rosa de Lima for discussion of future collaboration opportunities.

During the interactive dialogue, Ms. Leung Yukying, Head of the Curriculum and Research Team of the Primary Division, said that the school has been sparing no effort in educating students on literature and history and therefore has set up a Chinese Culture Day every year to let students understand history and culture through various activities. Ms. Chan Muimui, Chinese Subject Leader of the Primary Division, said that the training courses offered by the base meet the needs of the teaching team and that she would like to invite instructors to train Chinese teachers on ancient poetry chanting skills. Ms. Lui Sinying, Head of the Curriculum and Research Team of the Secondary Division, also explained that the training courses offered by the base could provide more opportunities for literature and history teachers to further their studies and learn.

In addition, Deputy Director Cheang mentioned that in the future, the graduation project reports about teaching practices of the Centre’s postgraduate students would be uploaded to the Centre’s website for reference of all literature and history teachers in Macao. Finally, on behalf of the Centre for Chinese History and Culture, Deputy Director Cheang presented the pennant and journals to the Chinese Section of Colegio de Santa Rosa de Lima as souvenirs.

Deputy Director Cheang introduced the Base to the school teachers

Deputy Director Cheang pointed out that the Base aims to provide teaching support for primary & secondary schools in Macao

Group Photo

2022 Singapore, Hong Kong and Macao New Year Calligraphy Competition Exhibition and Macao Prize Presentation Ceremony Successfully Held at the University of Macau

 

The “2022 Singapore, Hong Kong and Macao New Year Calligraphy Competition” was organized by the Macao Calligraphy Education and Research Association, co-organized by the Centre for Chinese History and Culture (CCHC) and other organizations, and sponsored by the Macao Foundation, has been successfully held. The exhibition of the winning works will be displayed at the Exhibition Hall (E34-G016) of the Cultural Building of the University of Macau from June 1, 2022.

 

The award ceremony and exhibition of works were postponed to 5:00 pm. on June 1 in the lobby of Cultural Building (E34) due to epidemic prevention requirements, attracting nearly 100 teachers, students and parents to attend. Professor Zhu Shoutong, Director of CCHC, presented a speech for the ceremony opening. Professor Zhu said that the art of calligraphy has a long history, and it is a crystal of Chinese culture and wisdom, with Chinese characters as its carrier. He hopes the children will strengthen their basic training in calligraphy, enhance their cultural cultivation and understand the true meaning of the content they write.

 

In the speech, the Honorary President of the Macao Calligraphy Education and Research Association, Ms. Gung Po Mei, said that the competition attracted about 600 young people from Singapore, Hong Kong and Macao to participate. The champion, first runner-up, second runner-up and merit awards were awarded according to high school, junior high school, senior primary school, junior primary school and open division. The competition enhanced the cultural exchange among the youth of three places, promoted the Chinese traditional culture, and called on the youth to actively participate in the activities, and thus, the art of calligraphy can be passed on in Macao.

 

The students and parents who attended the award ceremony could appreciate the charm of Chinese traditional culture and the unique aesthetic spirit and concept of the Chinese nation while viewing the award-winning calligraphy works. The students expressed that they would pass on the Chinese civilization and promote the art of calligraphy in their future studies and lives.

 

The award presentation ceremony was attended by Dean Xu Jie of the Faculty of Arts and Humanities of the UM, Vice Dean Li Defeng of the Faculty of Arts and Humanities of the UM, Director Leong Ah Tao of the Special Projects Division of the Fundação Macau, Director Chan Woon San of Activities Centre of “Porto Exterior” of the Education and Youth Development Bureau, Secretary General Chao Chong Hang of Talents Development Committee of MSAR, Honorary President Gung Po Mei of the Macao Calligraphy Education and Research Association, Vice President Chung Kam Sing and Vice President Koo Sio Wa of Associação Nacional dos Calígrafos de Macau, General Manager Dr. Hau Moon Tin of Macau Support Furniture & Construction Materials Company LTD., and other guests, as well as the award-winning students and their parents.

Speech by Director Zhu Shoutong, CCHC, University of Macau

Speech by Gung Po Mei, Honorary President of Macao Calligraphy Education and Research Association.

Group photo of the awarded students and the guests

 

The Plan to Cultivate the Masters of Humanities & Social Science Education Completed Successfully in May 2022

The Plan to Cultivate the Masters of Humanities & Social Science Education, jointly organized by the Macao Education and Youth Development Bureau, the Macao Base for Primary & Secondary Education in Humanities & Social Sciences of the University of Macau and the Centre for Chinese History and Culture (CCHC), was successfully completed in May 2022 at Escola Secundária Luso-Chinesa de Luís Gonzaga Gomes and the University of Macau.

 

Prof. Tang Keng Pan, Adjunct Professor of CCHC and Emeritus Professor from the Department of Chinese Language and Literature of the University of Macau was invited to give a lecture on “Quick, easy and accurate “Cantonese pronunciation map” and “The Culture of Chinese Eight Scenery and Macau Eight Scenery”, Prof. Tam Mei Leng gave a lecture on “Festival activities in Macao: Feast of Drunken Dragon and Feast of the God Tou Tei ── On the possibility of preserving multiculturalism” and “António Conceição Júnior and Ling Ling’s local female group images and the unique feelings of traditional Macau”. Prof. Zhang Zexun gave two sessions of “Creative Pottery Workshop-Exploring and Experiencing”. The purpose of these courses is to enhance the professional knowledge of humanities and social science teachers in Macao’s primary and secondary schools in the areas of literature, history and art.

 

Six courses were held in May, attracting over 100 teachers from primary and secondary schools in Macao.

Prof. Tang Keng Pan’s “The Culture of Chinese Eight Scenery and Macau Eight Scenery” class

Prof. Tam Meileng’s “António Conceição Júnior and Ling Ling’s local female group images and the unique feelings of traditional Macau” class

Prof. Tam Mei Leng’s “Festival activities in Macao: Feast of Drunken Dragon and Feast of the God Tou Tei ── On the possibility of preserving multiculturalism” class

Prof. Tang Keng Pan’s “Quick, easy and accurate “Cantonese pronunciation map” class

Prof. Zhang Zexun’s “Creative Pottery Workshop-Exploring and Experiencing” class