After the July 7th bombings in London in 2005, the British government conducted a review of religious and ethnic differences in the entire British secondary school curriculum through a special review panel, and proposed the need to strengthen national identity and core British values in the secondary school curriculum. In 2014, after extremist ideology infiltrated schools in Birmingham and other places in the UK, then Education Secretary Michael Gove issued a statement saying that school-age children should be taught British values every September.
Strengthening value education is a direct response of the British government to the real crisis. The "enemies" and objects of opposition are closely related to the British government's perception and judgment of the challenges to British values. Since the financial crisis, the anti-capitalist some intellectuals in the popular again in Britain, the rise of the new conservative political elite "anti-capitalist" trend is very alert, they don't want to some of the economic society and social crisis often attributed to the market and the problems of capitalism, hopes to revive capitalism. Such vigilance is not only confined to consciousness, but also actively put into practical political debate and policy implementation.
2.2 ideology education
In the field of ideological education, Britain has never let up. While for some time there was an emphasis on the inclusion of multiculturalism because of immigration policies, economic interests and cultural superiority, there is now a growing emphasis on mainstream values and national identity in education. Most of the systematic knowledge achievements in the West are based on logical reasoning. As we all know, reasoning must have a hypothesis, which is deeply rooted in the western social and cultural context and is inherently ideological. It is mentioned in The History of Western Philosophy that western philosophy is a set of system based on criticizing the previous achievements, proposing a hypothesis and carrying out logical reasoning. In this way, the critical generation develops forward and then spreads to politics, sociology and ethics. However, Chinese philosophy, politics, sociology and ethics are summarized on the basis of historical experience in order to solve the dilemma in reality, with a strong sense of purpose and practicality.
3, The difference of cultural characteristics
With the intensification of globalization, exchanges and cooperation between China and the UK have become increasingly frequent, and more and more people are traveling, studying, working and living in each other's countries. In a new region, there will be cognitive barriers, psychological conflicts and emotional distance to the country brought by different cultural characteristics, as well as cultural integration difficulties of different degrees, which will further affect their survival and mental state in the foreign country.
3.1 Language
Language is composed of words and expressions and has cultural characteristics.
When we communicate in our native language, we are very smart, because we know how to express our thoughts in different ways and languages. However, when we think in English, every word we think of loses connection with each other, and the whole meaning is difficult to express clearly; I can speak halting English, or Chinese-style English. This is due to different thinking habits and certain cultural differences. We often find that some Chinese people speak or write In English. The grammatical structure is correct, but not in accordance with the English habit. This shows that an understanding of cultural background is very important.
3.2 Lifestyle
Different cultures in China and the UK also influence lifestyles, causing varying levels of stress and anxiety for expats working and living in different countries. As mentioned by Cong Yanguo in His book The Cultural Integration of Chinese Travelers and Its Impact on The Quality of Life, during the cultural integration, travelers continue to maintain their original cultural identity by keeping in touch with surrounding or domestic ethnic cultures. The two tendencies coexist to jointly relieve the pressure and anxiety caused by cultural shock. In Bennett's Developmental Model of Intercultural Sensitivity, the IDI Index (Inter-Cultur ‐ al Development Inventory) is used to measure the Sensitivity of the exotic culture and the root culture in cross-cultural communication and to interpret the traveler's evolutionary psychological journey from "ethnocentrism" to "ethnorelativism". On this basis, Berry proposed the famous model of dividing four groups of people according to the orientation of sojourn in two cultural dimensions: Integra‐ tion keeps close contact with both the home culture and the culture of the place of arrival, and has the perception of compatibility but not conflict between the two cultures; A "Assimilation" population (Assimilation) only recognizes the culture of the place to which it has arrived. A "Separation" identifies only with its hometown culture; The Marginalization group does not identify with either culture.
