Group 1 - The research results of the Chinese civilization exploration project should be integrated with ancient texts and legends such as the Three Sovereigns and Five Emperors, with archaeologist Su Bingqi being a notable example [1] - Su Bingqi's student, Guo Dashun, further elaborated that the battles between the Yellow Emperor and the Yan Emperor, as well as the Yellow Emperor and Chiyou, reflect the intersection of different cultures, specifically the Yangshao and Hongshan cultures [1] - The Hongshan culture research is concentrated in the region where Liaoning, Inner Mongolia, and Hebei meet, and the rich records of the Five Emperors in the "Zhuolu County Chronicle" provide significant insights [1] Group 2 - The announcement by Li Qun, Deputy Minister of Culture and Tourism and Director of the National Cultural Heritage Administration, stated that the discovery of the Niuhouliang site, dating back 5,800 years, marks the entry of Chinese civilization into the ancient state era [1] - This discovery has shifted the perception of Liaoning from a "barbaric land" to a vital root system nourishing the tree of Chinese culture, highlighting the importance of further archaeological work to connect these findings with ancient legends [1] - The successful integration of archaeological findings with historical narratives is crucial for enhancing cultural confidence among the Chinese people and activating cultural tourism resources in related regions [2]

上海外国语大学三亚附属中学政治教研组长徐春飞： 打造既"深"又"活"的思政课 徐春飞 在上海外国语大学三亚附属中学的思政课堂，总能听见此起彼伏的讨论声—— 同学们或围绕"海南自贸港建设与青年责任"展开辩论，或从黎锦的"前世今生"中探究海南本土文化保护 与传承…… "中学生正值世界观、人生观、价值观形成的关键时期。打造融合真实情境、聚焦现实问题、展开深度思 辨以及领悟主流价值的思政课堂尤为重要。"徐春飞说。 基于此，徐春飞坚持研究创新适合中学生的思政课堂，加强理论深度，激发课堂活力。"例如，以海南黎 锦的保护与传承为话题，我们邀请黎族学生讲述黎锦故事，围绕黎锦的创造性转化与创新性发展展开思辨， 最终形成了关于用新媒体推广黎锦文化、用数智化手段制作文创产品，推动黎锦走向消博会、博鳌亚洲论坛 的建议。" 从课前调查走访，到课中展开辩论，再到课后结合典型案例复盘总结，思政课堂融入了社会实践、理论 学习和探究思考，同学们对优秀传统文化的自信更足了，解决现实问题的能力更强了，学科学习方面的兴趣 更浓了。 讲道理是思政课的本质，"入脑入心"是讲道理的目标。如何让真理真正触达学生内心?徐春飞认为，开展 丰富多样的课外活动，让 ...