2014, Vol., No.26

The Journal of Chinese Cultural Studies 2023 KCI Impact Factor : 0.44

pISSN : 1598-8503 / eISSN : 2714-0067
https://journal.kci.go.kr/cccs

The aim of present paper is to explore in terms of the traditional Chinese labor rightsand policies from 1911 to 1949. The paper highlights to analyze the impacts of traditionalsocial security in China from 1911 to 1949 using the cultural, historical, human rights,and criminological perspective. Through the process, the present study provides howChinese social security system has the process for transformation and developmentbetween Nationalist and Communist Party. The findings of present study provided that from the 1920s to the late 1940s severallaws of factory and labor were promulgated by the warlord-controlled Beijinggovernment, the Nationalist Government as well as by the Communist Government. Theambitious provisions of much of this labor legislation could not be successfully enforcedas long as internal political disturbances and foreign invasion obstructed China’sindustrialization process. A poor nation could not afford to implement labor legislationmodelled on western approaches to labor and welfare predicated on high levels ofindustrialization and much higher level of standards. The policy and practice of social welfare implemented by the Chinese Communists intheir base areas were among the most important early attempts to implement modernsocial welfare. As a result, the scope of social welfare measures was enlarged fromprimarily helping the destitute to meeting the on-going needs of workers, farmers andcadres. Yet here too there was a substantial gap between model legislation and reality. The CCP took a number of significant steps to advance social welfare rights forworkers. Yet communist efforts under various versions of the proletarian line to givepriority to labor’s welfare sometimes provide not only impractical, but even counterproductive to finally realising laborers’ right. In particular, we have noted thedanger that labor policies would greatly privilege industrial workers over peasants.

The proliferation of smart phones, we lived on “smart age”. A smart phone is a lot of influence in our lives and education. However, in the field of Chinese cultureeducation, educational content that based on smart devices not developed. In this paper, in order to overcome the poor educational environment, help toeducators can create content directly and produced content creation modules. In addition,the software used for analysis will be compared mutually. There are many differences between China culture content and Chinese content. Thefollowing characteristics of Chinese culture content. Because of this high-level language,it is difficult to understand the contents of students. In order to improve theunderstanding of contents, educator must provide the subtitle. educator provides Chinese,Pinyin and Korean subtitles. This allows to improve the excellence of education. The target of this paper is “Emeishan and Leshan Giant Buddha(峨眉山和乐山大佛)”(China World Nature Heritage). Analysis procedure is as follows: Video download,video narrator dictation, Creating subtitles, Creating Multi-subtitles, sound spilting,document editing, smart ebook production, interactive quiz authoring, web and mobileservices. etc. Through this process, educators will be able to developed ability that educationalcontent production skills. In addition, educators of china culture will be able to increasethe competitiveness.

As the famous novelist in Ming Dynasty, Feng Menglong not only compiled “San Yan”, the fiction that represents the highest achievement of story-tellers novel, but also put forward a series of principles for novel writing. The principles such as “Zhenyan”, “Shisu”, and “Qingjiao” raised by him, have very deep concept connotation on one hand, and constitute a integrated novel theory system in logic on the other hand. Especially, according to the view of the modern literature theory, Feng Menglong’s novel theory involves with some basic concepts in the literature creations, such as the artistic reality based on imaginary, the aesthetic effect based on popularity, and the educational function based on the unification of emotion and reason. In the Chinese literature development history, Feng’s theory made clear the nature of novel and distinguished the difference between novel as a literary form and the historical biography as well as the text for recording facts and amusement. It also had established the foundation for the hereafter Chinese vernacular novels development.