东莞理工学院援疆团队获教育部表扬

Core Viewpoint - Dongguan University of Technology's "Yue Bing Gong Rong" team received recognition from the Ministry of Education for their outstanding performance in the "Promoting Mandarin to Assist Rural Revitalization" national college student summer social practice [2][3][4] Group 1: Recognition and Achievements - The team was also awarded as an excellent team for the 2025 national college student summer "Three Going to the Countryside" social practice activity [4] - The recognition highlights the efforts of Guangdong teachers and students in educational support in Xinjiang [5][44] Group 2: Summer Camp Activities - In the summer of this year, under the support of the Guangdong provincial counterpart assistance to Xinjiang command, the university organized a team of 16 teachers and students to conduct a two-week volunteer service in the Xinjiang Production and Construction Corps [7][9] - The core theme of the activities was "Promoting Mandarin to Assist Rural Revitalization," integrating technology empowerment and cultural inheritance [10] Group 3: Educational Initiatives - The practice team established a "Technology + Culture" summer camp at the First Middle School of the 51st Regiment, offering courses such as rocket making, Scratch programming, and AI psychological painting [13][15] - They donated educational tools to support the school's "Boya Popular Science Education Base" construction [15] Group 4: Community Engagement - The team organized a "Promoting Mandarin Correct Pronunciation Mini-Class" in ethnic communities, serving over 50 people and conducting research to tailor language learning to community needs [28][30] - A "Yue Bing Gong Yu: Same Sound, Same Feelings" event attracted over 300 residents, combining traditional crafts with language learning [32][36] Group 5: Impact and Future Plans - The activities benefited over 500 people in the border area, with reports on their achievements widely covered by media [39] - The university plans to continue its educational support efforts, focusing on a four-dimensional model of "school-local co-construction, psychological support, technology empowerment, and cultural enrichment" [45][46]