正就读东京医科大学大二的田中甲太（向井理 饰）如同时代的大学生一样，终日在课堂、打工场所、联谊会之间穿梭，生活看似充实，精神世界却备感空虚。偶然机缘，甲太看到了一份号召在柬埔寨建设小学的宣传册，他枯燥无聊的生活似乎由此发生改变。在此之后，他和好友芝山匡史（柄本佑 饰）、矢野雅之（窪田正孝 饰）以及联谊会上认识的本田充（松坂桃李 饰）合力建设起“豌豆计划”，一同出力吸引来自各大学的学生加入到这项计划中来。此后不久，四个青年更飞赴柬埔寨实地考察，当地残酷的生活现状令他们受到巨大的冲击。可就在此时，各种磨难接二连三向他们袭来，甲太等人最终能否如愿在柬埔寨建起一座充满希望的学校呢？ 本片根据医大学生叶田甲太的真实经历改编。

本作は、地方から上京して東京都内の大学に通う女性・藤井彩と澤田花蓮が主人公の物語。一人ぼっちの彩がある青年と出会って学内探検をする様子や、花蓮が図書館で目にしたメッセージ「過去は変えられない H」を書いた人物を突き止めようとする姿が切り取られる。

本作は、地方から上京して東京都内の大学に通う女性・藤井彩と澤田花蓮が主人公の物語。一人ぼっちの彩がある青年と出会って学内探検をする様子や、花蓮が図書館で目にしたメッセージ「過去は変えられない H」を書いた人物を突き止めようとする姿が切り取られる。

1969年，33岁的未来名监督 若松孝二（井浦新），热衷于粉红电影的制作，此时，一位少女（麦）敲开了若松制作公司的门，两人开始一起製作电影，青春、电影，还有爱情，一出青春群像剧就此展开。

Nicholas Ray ended his Hollywood career with his most expensive production, 55 Days in Peking (1963), and followed it ten years later with his least expensive, an experimental and politically radical independent feature made with his film students. Each movie is a shambles, though if I had to choose between them I'd probably opt for this one, which is certainly the more original. Ray and his students play themselves in docudrama situations that culminate in Ray's (fictional) suicide, and often he combines several images into crowded frescoes. The film reeks of countercultural alienation and anguish, and when it premiered at Cannes in 1973, Ray spoke of trying to make "what in our minds is a Guernica" out of such materials as "a broken-down Bolex" and "a Mitchell that costs $25 out of navy surplus." He tinkered with the film for years, and the 1976 date commonly assigned to it refers to a second unfinished version, which, lamentably, is unavailable. It's upsetting in many ways, but as a document of its time there's nothing remotely like it. 　　From 1971 to 1973, Ray taught filmmaking where he and his students produced We Can't Go Home Again, an autobiographical film employing multiple superimpositions. In the spring of 1972, Ray was asked to show some footage from the film at a conference. The audience was shocked to see footage of Ray and his students smoking marijuana together. An early version of the film was shown at the Cannes Film Festival in 1973, but Ray, never satisfied with the project, continued editing it until his death in 1979. He secured teaching positions at the Lee Strasberg Institute and New York University with the help of old friends.

Nicholas Ray ended his Hollywood career with his most expensive production, 55 Days in Peking (1963), and followed it ten years later with his least expensive, an experimental and politically radical independent feature made with his film students. Each movie is a shambles, though if I had to choose between them I'd probably opt for this one, which is certainly the more original. Ray and his students play themselves in docudrama situations that culminate in Ray's (fictional) suicide, and often he combines several images into crowded frescoes. The film reeks of countercultural alienation and anguish, and when it premiered at Cannes in 1973, Ray spoke of trying to make "what in our minds is a Guernica" out of such materials as "a broken-down Bolex" and "a Mitchell that costs $25 out of navy surplus." He tinkered with the film for years, and the 1976 date commonly assigned to it refers to a second unfinished version, which, lamentably, is unavailable. It's upsetting in many ways, but as a document of its time there's nothing remotely like it. 　　From 1971 to 1973, Ray taught filmmaking where he and his students produced We Can't Go Home Again, an autobiographical film employing multiple superimpositions. In the spring of 1972, Ray was asked to show some footage from the film at a conference. The audience was shocked to see footage of Ray and his students smoking marijuana together. An early version of the film was shown at the Cannes Film Festival in 1973, but Ray, never satisfied with the project, continued editing it until his death in 1979. He secured teaching positions at the Lee Strasberg Institute and New York University with the help of old friends.

Nicholas Ray ended his Hollywood career with his most expensive production, 55 Days in Peking (1963), and followed it ten years later with his least expensive, an experimental and politically radical independent feature made with his film students. Each movie is a shambles, though if I had to choose between them I'd probably opt for this one, which is certainly the more original. Ray and his students play themselves in docudrama situations that culminate in Ray's (fictional) suicide, and often he combines several images into crowded frescoes. The film reeks of countercultural alienation and anguish, and when it premiered at Cannes in 1973, Ray spoke of trying to make "what in our minds is a Guernica" out of such materials as "a broken-down Bolex" and "a Mitchell that costs $25 out of navy surplus." He tinkered with the film for years, and the 1976 date commonly assigned to it refers to a second unfinished version, which, lamentably, is unavailable. It's upsetting in many ways, but as a document of its time there's nothing remotely like it. 　　From 1971 to 1973, Ray taught filmmaking where he and his students produced We Can't Go Home Again, an autobiographical film employing multiple superimpositions. In the spring of 1972, Ray was asked to show some footage from the film at a conference. The audience was shocked to see footage of Ray and his students smoking marijuana together. An early version of the film was shown at the Cannes Film Festival in 1973, but Ray, never satisfied with the project, continued editing it until his death in 1979. He secured teaching positions at the Lee Strasberg Institute and New York University with the help of old friends.

罗天昊、王帅、张磊、李琦四人毕业来到北京，追逐演员梦想。他们在追梦的道路上，遇到各种困难与阻碍。四人为了生计，不得已各奔东西。多年后重新聚首，四人在各自领域小有成就，用行动诠释了不负青春。

罗天昊、王帅、张磊、李琦四人毕业来到北京，追逐演员梦想。他们在追梦的道路上，遇到各种困难与阻碍。四人为了生计，不得已各奔东西。多年后重新聚首，四人在各自领域小有成就，用行动诠释了不负青春。

riko故乡的南边，祖国的北边 朝鲜在二战期间作为日本的殖民地，当地的许多人被强行征用到了日本，在日朝鲜人被称为“持有日本国籍”的人，而实际上是被“视为外国人”，处于十分矛盾的境遇。日本政府认为作为“日本国民”必须接受日本的教育，取缔朝鲜人的民族教育。二战后，日本国内滞留有超过200万的朝鲜人，由于日本对携带出国财产的严格限制，加上朝鲜半岛南北分裂，祖国尚处于混乱中，仍约有65万人留在了日本。这些人及他们的后代现在成了在日韩国、朝鲜人。影片正是纪录这样的时代背景下在日本北海道一个朝鲜学校发生的故事。 解放前，在日朝鲜同胞为了不失掉“作为朝鲜人的自尊感”，新建的80余个朝鲜学校在日本战区运营。学校的孩子们在老师的悉心教导下学习并使用着朝鲜的文字和语言。即使在日本右翼势力卑劣的胁迫和弹压下也勇敢地面对，亲身展示“一起活下去”是怎么样的信念，孩子们爱国的模样跟其他在韩国和朝鲜的第10代孩子没有太大的区别。毕业前夕的高三学生结束了愉快的北韩（即朝鲜）的“祖国旅行”，更加坚定了守护本民族文化的决心：故乡是在南边也好，祖国是在北边也罢，这里的孩子没有韩国和朝鲜的区别，同样景仰同一个源头的朝鲜文化——“本是同根生，相煎何太急”。“从不是叫‘哦多桑，哦嘎桑’(日语意为爸爸妈妈)而是“啊伯吉，呃么妮”(韩语意为爸爸妈妈)的时候开始，就发觉自己跟别人有一点不一样。”高中3年级的赵成莱这样回忆什么时候意识到自己是朝鲜人的事实。而他的同学吴丽实这样稚气地说出即使在冬日寒冷天气也要穿韩服的理由：“穿上那些的话…怎么说呢…作为朝鲜人的意识更大了，也给了我勇气……”。 解放后，为了让子女们回到祖国后不会因语言和文字造成不便，在日的第1代朝胞们组成“平壤联盟”，亲自运营民族的“朝鲜学校”。然而朝鲜学校作为在日本土地上朝鲜人们的民族教育机关，正式教育机关的身份却一直不能得到承认。在日本，这样的学校出现并且慢慢壮大起来，为了守护“作为朝鲜人的我”，不是日本学校里附属的“朝鲜学校”，在日朝鲜人的父母和孩子们做出了大胆的决定——将学校命名为“我们的学校”，大大增强了彼此间“血浓于水”的共荣感。在日本，唯一能学习朝鲜民族的话和文字的教育机关就是“我们的学校”。但是，比起学习朝鲜语，在学校的孩子们最先学习的训喻就是互相理解包容、爱人及被爱的方法，也就是“一起活下去”的宝贵人生观。老师跟孩子们在一张被子里睡觉。在日本的学校里，这种事情根本不能想象。为了减轻忙碌的父母负担，学生们在很小的年纪就过起了宿舍生活，老师们甚至边讲课边将年幼的孩子抱在怀里哄着……学校的老师认为“为了创造孩子们热爱的学校，我们从自身做起，必须用心热爱这个学校”。吴丽实刚转学到学校的时候，因为对我们的话（朝鲜语）不熟悉而故意连话都不说，跟同学的相处感到难堪而尴尬。当班长宣布说插班生使用日语也可以的时候，她真的是高兴了差点要哭的程度。而调皮的尹泰明如果没有来这所学校的话，可能已经在日本僵化的少年教化院里，难以重新鼓起信心面对未来。高中毕业后，朝鲜孩子们为了升上大学而必须再一次经历日本教育制度下规范的考试，在考场里甚至受到日本右翼势力蛮横地将朝鲜考生身上的韩服撕烂的伤害。孩子需要独立，离开"我们的学校"的怀抱,他们的心就必须做好准备迎接险恶的世界。即使这样的举步维坚，带着作为朝鲜人的民族自豪，师生们坚强地继续着在“我们的学校”的走读生活。 “当你遇到困难的时候，别客气，请来找‘我们的学校’！” ——像伙伴一样的老师用心交付给学生的珍贵约定 “‘像伙伴一样的老师！’清楚了解我们的心。” ——学生郦智玉（高中部3年级）这样评价亲和的老师。 “这里的灵魂仿佛存在于另一个世界。这些孩子门用纯净的表情创造着生活。真的是非常新鲜的感觉……” ——教师藤代义明（足球部教练/日本人） “输了不要灰心。那只是一场你们被打倒的游戏。你们已经100%尽力了。别忘记今天” ——教师朴友仕：在对战日本学校的足球大会中战败后对孩子们的话。 …… 这就是朝鲜孩子们平凡而了不起的故事。这些孩子们以“朝鲜人”这一同志感聚在一起，深深明白能在“我们的学校”里努力学习的珍贵和特别，他们的勇气将会震撼你我的心灵。