The dramatization of children’s literature, as an important carrier of educational innovation, has emerged in response to the global demand for transforming education from knowledge spoon-feeding to whole-person education. This approach aims to cultivate children’s multidimensional cognition from a diversified perspective through stage art, addressing three main challenges in the use of children’s literature in primary English education, namely, the isolation of language learning from literary experience, the overemphasis on moral philosophy, and the narrow selection of teaching materials. This study proposes an innovative dramatization teaching method by utilizing a three-dimensional framework of “Text-Dramatization-Cognition” and conducting a case analysis of three classic works: “The Owl and the Pussy-Cat,” Charlotte’s Web, and “The Little Mermaid.” Firstly, in the textual dimension, dramatization breaks the limitations of adult perspectives and gives children the subjectivity to appreciate literature. Secondly, in the dramatization dimension, dramatization transforms static texts into dynamic experiences and stimulates children’s subjective interpretations through interactive reading, “Hot Seating,” and “Image theatre.” Lastly, in the cognitive dimension, dramatization fosters diversified perspectives, developing children’s abilities of figurative and abstract thinking, and builds up the connection between the individual and society. This study not only enriches interdisciplinary research on children’s literature and drama education but also provides dramatization teaching methods for children’s literature educators, confirming that the dramatization of children’s literature is a key medium for integrating educational development and social change.

This study aims to compare the differences in personal traits, behavioral tendencies, activity experiences, and value perceptions between high school students who engage in idol worship and those who play games. High school student participants (n=39) were randomly recruited through an online questionnaire platform. Based on their self-reported activity preferences, they were divided into the idol worship group (n=15) and the gaming group (n=24). All participants completed a loneliness scale and filled out a targeted questionnaire (either an idol worship questionnaire or a gaming questionnaire). The study used a combination of quantitative and qualitative analysis methods to assess loneliness, motivation, behavioral impacts, time investment, and psychological experiences. Results showed no significant differences between the two groups in average loneliness scores or activity impact scores. However, a correlation analysis within each group found that loneliness was strongly positively correlated with engagement in idol worship among the idol worship group, while this correlation was weak among the gaming group. This study provides theoretical and practical references for understanding the psychological mechanisms behind adolescents’ leisure activities and offers basic data for future studies with larger samples and longitudinal designs.

Previous research has studied Sogdian Ancient Letter No.3 discovered in Dunhuang to show that Sogdian women share a considerably high social status. However, there is still a lack of research on the reason behind this phenomenon. Therefore, this study aims to find out what caused differences in women’s social status in different ancient civilizations. By comparing Sogdian Ancient Letters No.3 to Husband Joined the Army, a letter from the Qin Dynasty in ancient China, we discovered that the main difference between the two letters is the writers’ attitude towards their husbands. Subsequently, we searched for and compared the restrictions for women in the two civilizations, and the results showed that the writers’ attitude is largely correlated with the restrictions. While the restrictions in the Qin Dynasty were much stricter than those in Sogdian society, the writer from the Qin Dynasty showed relative cowardice towards her husband. This result reflected how restriction on women affected their status in marriage and in the whole society.

This paper aims to explore the beauty logic and gender power structure in the feminine growth narrative of Asian romantic comedies. Taking the South Korean drama True Beauty and the Chinese drama The Pretty Li Hui Zhen as text objects, the study uses qualitative analysis to examine the relationship between the female protagonist’s appearance change and self-growth, the influence of male evaluation on female confidence in romantic relationships, and the shaping of power structure by the gender difference between the male and female protagonists. The findings show that feminine growth narrative in these dramas highly relies on beauty capital and male recognition, superficially emphasizing confidence and self-worth realization, however, actually reinforcing social aesthetic standards and patriarchal structures, which leads to a structural paradox. This analysis not only enriches the research on gender and aesthetics from a unique view by looking at Asian romantic comedies, but also reveals the paradoxical messages behind medias, which advocate for broader freedoms and possibilities across genders.

Based on L1 Chinese, this study examines the multidirectional transfer mechanisms among Chinese (L1), English (L2), and German (L3), highlighting bidirectional influences beyond traditional unidirectional models. It explores how L3 German acquisition impacts L2 English across phonetic, lexical, and syntactic levels, mediated by L1 Chinese. Key findings reveal that typological proximity between English and German intensifies transfer, while L2 proficiency and L3 exposure duration modulate its direction and strength. Effective trilingual strategies involve three interconnected approaches. Firstly, leverage the linguistic proximity between English and German by designing explicit comparative training on phonological, lexical, and grammatical similarities and differences to foster positive cross-linguistic transfer while mitigating interference. Secondly, prioritize the consolidation of foundational L2 English proficiency, encompassing core grammar and high-frequency vocabulary, to establish a stable system resilient to L3 influence; this involves sustained L2 maintenance activities and, for advanced learners, structured language-switching tasks to enhance metalinguistic awareness. Thirdly, manage initial L3 exposure through a graduated model starting with limited, structured input, progressively increasing intensity as learners gain explicit control over L2-L3 boundaries, with conscious monitoring strategies and instructor collaboration to track and counteract unintended reverse transfer effects.

Literacy is the foundation of reading and writing, the basis for mastering knowledge, cultivating abilities and conducting various subject teaching, and it is also an important prerequisite for cultivating and enhancing students' comprehensive Chinese literacy. Based on the "Six Categories of Chinese Characters" theory, taking the first-grade unified textbooks as the entry point and combining the current situation of first-grade character recognition teaching, this paper explores and studies the curriculum functions and specific practices of the "Six Categories of Chinese Characters" theory in character recognition teaching in the lower grades of primary school Chinese, and clarifies the specific teaching strategies for the four types of Chinese characters, namely Pictographic characters, Indicative characters, Assembled Ideogram, Phonetic Compound, in the first-grade unified textbooks. In the specific teaching of Chinese character recognition, these four types of Chinese characters can be taught respectively by adopting strategies such as traceability and comparison,correlation and deconstruction,split and reorganize, analysis and combined use. Through this method, students can build a knowledge system of Chinese characters based on their principles.

The family tragedy in "Thunderstorm" reveals the characteristics of the power structure under the feudal system. This paper, taking Cao Yu's "Thunderstorm" as its research object, draws on Foucault's theory of power discourse and Spivak's theory of subaltern discourse to analyze the interactions among Fanyi, Lu Shiping, and Zhou Puyuan within the family power system. The study finds that most conflicts in "Thunderstorm" require the cooperation of at least two people. The tragedy of the Zhou family is not the result of individual actions but rather the result of a three-way conspiracy within the power structure. The characters' behavioral patterns (Fanyi's madness, Lu Shiping's silence, and Zhou Puyuan's hypocrisy) create a unique power balance: the more Fanyi becomes insane, the more Zhou Puyuan disciplines and oppresses her, and the more Lu Shiping remains silent. This structural conspiracy ultimately leads to the family tragedy. This study reveals the inherent logic of power operations within the feudal family and provides a new perspective for understanding family relationships in China.

Gabriel García Márquez's novella No One Writes to the Colonel (1958) and Samuel Beckett's play Waiting for Godot (1952), though belonging to different genres, are seminal works from the 1950s that profoundly explore the human condition of waiting in the post-World War II era. This paper undertakes a comparative analysis of these two texts to elucidate both the universal and the particular dimensions of the "waiting" motif within postwar literature. It argues that each work, through its unique generic conventions, presents a distinct response to existential uncertainty. Márquez’s social realist approach grounds the colonel's interminable wait for a pension in a specific socio-political context, portraying a struggle against systemic oblivion with tangible, human resilience. In stark contrast, Beckett’s absurdist drama employs abstraction and cyclical dialogue to deconstruct meaning itself, presenting waiting as a metaphor for the existential void. Consequently, these works articulate two pivotal modes of twentieth-century resistance: Latin American magic realism confronts absurdity with flesh-and-blood persistence, while European absurdism meets it with ironic deconstruction and metaphysical fragmentation.

With the continuous progress and development of the times, the awakening of female consciousness and the struggles of women from all social strata have continued to advance. Increasing attention is being directed toward the awakening of women, and a growing number of literary and artistic works have begun to focus on this theme, portraying diverse, multidimensional, and richly nuanced female characters. This paper provides an in-depth analysis of three distinct female characters in Thunderstorm, exploring the awakening and resistance of female consciousness reflected in the work against the backdrop of its story and historical context. The differences in age, life experiences, personality, and cognition among these three women determine the varying degrees and forms of their awakening. By examining these three female characters, this study investigates the differences in the awakening of female consciousness across social classes and age groups under the historical conditions of the time. The awakening and resistance of female consciousness in Thunderstorm are complex manifestations that span multiple perspectives, levels, and social classes, rather than being concentrated in a single individual or event. Through a comprehensive analysis and study of the awakening and resistance of female consciousness in Thunderstorm, this paper aims to inspire reflections on the development of contemporary female consciousness and contribute to the exploration of solutions to the challenges faced by modern women.

This study examines the complex effects of social media on the mental health of adolescents in the digital age. Teenagers between the ages of 12 and 19 now live their lives heavily influenced by social media, which shapes their social interactions, identity formation, and mental health. Frequent use carries serious hazards, such as anxiety, depression, and cyberbullying, even though it offers chances for social interaction and assistance, especially for under-represented groups. According to empirical data, social comparison and body-image issues are exacerbated by algorithm-driven platforms like Instagram and TikTok, with adolescents who are insecurely attached being particularly susceptible to unfavourable comments. Unrealistic self-evaluations are fostered by excessive exposure to idealised content, which can lead to mental pain and, in severe cases, suicidal thoughts or self-harm. Psychological vulnerabilities are made worse by physical health problems, such as sleep disturbances brought on by extended screen time. The relationship between social media and teenage mental health is complicated overall, influenced by usage patterns, platform features, and individual differences, even when favourable outcomes—like peer support and decreased loneliness—are obvious. Generalisability is limited by methodological flaws in current research, such as the use of self-reported cross-sectional data and small, culturally limited groups. Nevertheless, findings highlight the urgent need for evidence-based interventions by parents, schools, and policymakers to mitigate risks and promote adolescents’ healthy development.