Journal of Economics and Technology in Education
JETE, Vol. 1, No. 1, 2026, pp.69-79.
Print ISSN 3105-2711; Online ISSN: 3105-272X
Journal homepage: https://www.jetejournal.com
DOI: https://doi.org/10.64058/jete260107rvcpp
陈楚敏（Chen Chumin），许小榕（Xu Xiaorong）
摘要：传承与弘扬中华优秀传统文化，是近年来党和国家建设社会主义文化强国的重大战略任务。师范教育作为教师队伍建设的基础工程，其人才培养质量高度关系到文化传承教育的实践效能，其中师范生沟通素养作为师范生的核心职业能力之一，也影响着教师专业可持续发展的质量。当前师范教育在文化传承与沟通素养融合培育中仍存在表层化、未有效实现自我化育、转化不足等问题，而语言文字作为文化载体，为二者有机结合提供了天然联结。本研究以提升师范生沟通素养为核心目标，阐释沟通素养与中华优秀传统文化传承的内在价值关联，以师范生在经典篇目诵读演绎为微观视角，剖析其在文化传承中的选材偏好与态度倾向，总结提炼出以自我化育、内在提升为核心点，以“领悟—传播—认同”三阶递进式的文化传承传播实践路径，为推动中华优秀传统文化传承传播及优化师范教育质量提供实践经验参照。
关键词：中华优秀传统文化；文化传承；沟通素养；师范生；师范教育
作者简介：陈楚敏，广州大学人文学院、广州大学荔湾研究院，讲师，在读教育博士。电邮：745398889@qq.com。许小榕（通讯作者），广东广雅中学教师，硕士研究生。电邮：1959249861@qq.com。
Title: Research on Value Correlation and Progressive Paths Between Pre-Service Teachers’ Communication Literacy Development and Fine Traditional Chinese Culture Inheritance
Abstract: Inheriting and promoting the fine traditional Chinese culture has been a major strategic task for the Party and the state in recent years in building a socialist cultural power. Teacher education, as the foundational project for the construction of the teaching force, bears directly on the practical effectiveness of cultural heritage education through the quality of its talent cultivation. Among the core professional competencies of pre-service teachers, communication literacy not only constitutes an essential professional ability but also influences the quality of teachers’ sustainable professional development. At present, the integrated cultivation of cultural heritage awareness and communication literacy in teacher education still faces problems such as superficiality, insufficient internalization for self-cultivation, and inadequate transformation. Language and script, as carriers of culture, provide a natural nexus for the organic integration of the two. Centering on the core objective of enhancing pre-service teachers’ communication literacy, this study elucidates the intrinsic value connection between communication literacy and the inheritance of fine traditional Chinese culture. Taking pre-service teachers’ recitation and interpretation of classic texts as a micro-level perspective, it analyzes their selection preferences and attitudinal tendencies in cultural transmission, and distills a three-stage progressive practical path of cultural inheritance and dissemination—“comprehension—communication—identification”—with self-cultivation and internal enhancement as the core focus, thereby providing practical experience and reference for promoting the inheritance and dissemination of fine traditional Chinese culture and optimizing the quality of teacher education.
Keywords: Fine Traditional Chinese Culture; Cultural Inheritance; Communication Literacy; Practical Pathways; Pre-Service Teachers；Teacher Education
Author Biographies: Chen Chumin, Lecturer, School of Humanities, Liwan Research Institute, Guangzhou University, Doctor of Education Candidate. E-mail: 745398889@qq.com. Xu Xiaorong (Corresponding Author), Teacher of Guangdong Guangya High School; Master’s Candidate. E-mail: 1959249861@qq.com.
Received: 01 Dec 2025 / Revised: 19 Apr 2026 / Accepted: 24 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
