With the advancement of the times, a growing number of women have engaged in interactions with idol celebrities. The ways in which "female idol fans" understand themselves, consume, and express themselves with new energy. Today, by writing and reading narratives about their interactions with idols, female fans are increasingly broadening pathways for enriching their self-worth and fulfilling psychological needs. Such practices also powerfully demonstrate a profound reinterpretation and destigmatization of the term "female idol fan" within the patriarchal structure. By conducting a quantitative questionnaire survey that collected data on writing and reading frequency, occupation, and preferences regarding Yumejoshi literature genres, this study adopts the Uses and Gratifications Theory as an analytical framework to examine this fan cultural phenomenon. It explores how the writing and reading of Yumejoshi literature enhance female fans' sense of self-worth and happiness. [Yumejoshi (夢女, literally "dream woman") is a Japanese term for a specific subgenre of fan culture and fiction, primarily created by and for women. The corresponding Chinese term is 梦女文学 (Mèngnǚ Wénxué, "Dream Girl Literature").]

With the rapid development of film and television dramas, the makeup and dress of film and television dramas have also attracted widespread attention. The makeup and dress film and television dramas play an important role in shaping the beauty of the picture of film and television dramas. This article takes the TV series "The Word of the Great Palace" as an example, and through the analysis of the simplification of Tang Dynasty makeup in the makeup of its characters, it explores the application value of the simple of Tang Dynasty makeup. The simplification of Tang Dynasty makeup not only retains the essence of Tang Dynasty makeup, but also opens up new ideas for the inheritance and of traditional makeup and dress, Still the innovation of visual aesthetics and artistic.

As the core concept of ancient Chinese political civilization, "great unification" has profoundly shaped the historical formation trajectory of the community of the Chinese nation. During the Qin and Han dynasties, with the establishment of the centralized system and Confucianism being enshrined as the official orthodox ideology, "great unification" gained a solid foundation both institutionally and ideologically. After hundreds of years of division in the Wei, Jin, Southern, and Northern Dynasties, the Sui and Tang dynasties reunified the country once again, and the concept of "All ethnic groups within China form an integrated community" gradually took root in the hearts of the people, bringing ethnic interaction and integration into a new stage. By the Yuan, Ming, and Qing dynasties, territorial integration reached perfection, the "great unification" system became stereotyped, and the territorial outline of modern China was basically established during this period. Retracing the above evolutionary context, it can be found that the connotation of "great unification" has evolved from geographical integration to ethnic identity and cultural centripetal force, ultimately condensing into a spiritual bond maintaining the Chinese nation.

The acquisition of auxiliary verbs in Kazakh poses a significant challenge for native Chinese speakers. Traditional research has predominantly focused on the morphological complexity of these verbs as an "explicit difficulty", but there has been a lack of systematic explanation for the deeper cognitive and conceptual roots of the acquisition challenges. From the perspectives of second language acquisition theory and linguistic typology, this study proposes an "implicit difficulty" assessment framework, using the Kazakh auxiliary verb system as a case study to analyze the underlying causes of acquisition difficulties. The research adopts a method combining theoretical construction and illustrative analysis, targeting native Chinese speakers learning Kazakh at the zero-beginner and elementary levels. Data are drawn from a secondary analysis of error corpora and statistical results from existing empirical studies, as well as a systematic review of linguistic facts from authoritative linguistic literature. The study found that acquisition difficulties exist not only at the surface level of forms but are also rooted in three implicit dimensions: (1) high cognitive processing complexity, manifested as ambiguous form–function mapping, low perceptual salience, and extended processing chains; (2) significant conceptual–typological conflict, arising from fundamental differences between Chinese and Kazakh in the grammaticalization of aspect and the packaging of concepts; (3) subtle negative transfer from the first language, including interference from "false friends" and analytical thinking patterns. The constructed three-dimensional framework systematically reveals these underlying obstacles. The findings suggest that instruction should shift from "error correction" to "cognitive construction" by strengthening conceptual comparisons between Chinese and Kazakh, optimizing input for form–meaning mapping, and deepening output-based tasks so as to effectively promote acquisition.