On the significance of intangible cultural heritage education in colleges and universities

On the significance of intangible cultural heritage education in colleges and universities

Colleges and universities play an indispensable role in folk education and the protection of intangible cultural heritage. Facing the 2 1 century, time is tight and tasks are heavy. The following is a brief analysis of the significance of intangible cultural heritage education in colleges and universities, which I compiled for you, hoping to help you.

Abstract: Intangible cultural heritage was put forward by UNESCO. Oral and intangible heritage of mankind? , refers to the people of all ethnic groups handed down from generation to generation, closely related to people's lives, and its scope includes language as a cultural carrier; Traditional performance art; Folk activities, ceremonies and festivals; Folk traditional knowledge and practice about nature and the universe; Traditional handicraft skills and cultural space related to the above expressions.

Keywords: intangible cultural heritage education in colleges and universities

First, the current status of intangible cultural heritage education in colleges and universities

(A) the lack of undergraduate education related majors

Folklore and folk literature are the two most important majors in this discipline. However, at present, this major is not included in the undergraduate professional education system, but only reflected in postgraduate education, which greatly affects the construction and development of related disciplines of intangible cultural heritage, and it is difficult to popularize relevant knowledge, resulting in insufficient attention to the protection and inheritance of intangible cultural heritage, lack of effective means of protection and inheritance, and lack of relevant talents, which makes it difficult to promote the development of related industries.

(2) Universities lack relevant explicit and implicit courses.

Most colleges and universities do not set folklore and other intangible cultural heritage related courses as explicit courses. Folklore and other courses related to intangible cultural heritage should be paid as much attention as college Chinese. Folklore and other courses related to intangible cultural heritage should be popularized as part of the teaching of Chinese studies, which has a far-reaching effect on inheriting the essence of traditional culture, protecting China's excellent traditional culture and influencing society with excellent culture.

In addition to explicit courses, colleges and universities should also set up hidden courses related to intangible cultural heritage, such as folk customs. Through various practical teaching, students can further understand the essence and connotation of the course, deeply understand relevant cultural knowledge, achieve emotional identity and * * * perfection, thus stimulating students' sense of social responsibility.

(C) the lack of college teachers

Due to lack of understanding, many colleges and universities do not attach importance to the education of college students' intangible cultural heritage, and there are few teachers specializing in teaching and scientific research without the strong support of disciplines and majors. Many teachers have either switched from other disciplines or have not received formal professional training, and the teaching and research results, including the compilation of teaching materials, are not systematic. There are only a handful of teachers specializing in the study of intangible cultural heritage, which greatly affects the quality of students' intangible cultural heritage education.

Second, the significance of intangible cultural heritage education in colleges and universities

From the above analysis, it can be seen that it is imperative to build an educational system of intangible cultural heritage in colleges and universities. Through the education of intangible cultural heritage in colleges and universities, all members of the society can correctly understand the differences of national folk cultures, fully understand the significance of intangible cultural heritage to the integrity, richness and complementarity of Chinese culture and Chinese culture, correctly judge the relationship between intangible culture and its own culture and their mutual influence, understand the importance of intangible cultural heritage protection, and form a spontaneous and independent positive attitude to protect intangible cultural heritage and carry out protection. Promote family and social education through school education and form a society? School? The family's three-dimensional and multi-directional network education model finally achieves a good atmosphere of national concern, national response and national participation, which is also the spiritual outlook that a big country with an ancient civilization should have.

Third, colleges and universities to carry out intangible cultural heritage education measures

(A) the construction of intangible cultural heritage education curriculum

The core problem of intangible cultural heritage education is curriculum, which can be designed in the following three ways: the first is to set up explicit curriculum, incorporate relevant courses into the existing teaching plan, have a complete syllabus and examination syllabus, and have clear teaching objectives and complete teaching links. This design is suitable for the cultivation of liberal arts majors. The second is the interspersed course, which does not change the existing cultural and educational courses, and is suitable for those colleges with full teaching hours and strong professional nature. It only introduces some basic knowledge of intangible cultural heritage in an interspersed way. The third is hidden education. Do not change the teaching elements such as teaching plan and personnel training, but only carry out various colorful and flexible practical activities to attract students to participate.

(B) the construction of the content system of intangible cultural heritage teaching materials

Vigorously develop and construct intangible cultural heritage courses and compile courses with China characteristics.

In the teaching materials of intangible cultural heritage with national characteristics, it is an important link to select, sort out and inject intangible cultural heritage into the curriculum system to realize the educational goal of intangible cultural heritage in China. Therefore, it is necessary to collect and sort out a large number of intangible cultural heritages of ethnic groups and people, and construct the content system of intangible cultural heritage teaching materials.

(3) Strengthening the construction of teachers for intangible cultural heritage education.

The hope of revitalizing the nation lies in education, and the hope of revitalizing the education of intangible cultural heritage lies in teachers. The construction of teaching staff can be started from the following aspects: (1) Strengthen the on-the-job training of teachers, improve their cultural literacy of intangible cultural heritage, and make the training of teachers systematic and scientific as far as possible. (2) Social references can employ folk artists, secret recipes handed down from ancestors and folk artists as honorary teachers of the school. By holding lectures, symposiums, seminars, training courses and practical activities, students' interest in learning is cultivated, and communication with teachers is promoted, so as to achieve the purpose of combining teaching with research. (3) Establish a human resource center for teachers of intangible cultural heritage education. Make rational use of social support system, absorb intangible cultural heritage talents according to local conditions, and establish a human resource center for intangible cultural heritage education teachers, so that intangible cultural heritage education in schools, families and communities can make use of the resource advantages of this center and improve the learning effect.

(D) the implementation of intangible cultural heritage network education

Online education of intangible cultural heritage can not only include human education resources such as artists, experts and unique artists from different ethnic and cultural backgrounds, but also include information resources that provide the educated with knowledge, skills, ideas, concepts, habits and behaviors to form intangible cultural heritage. Such as the establishment of intangible cultural heritage education website, the design of folk artists' homepage, unique browsing library of folk art, online teaching of intangible cultural heritage, online discussion of endangered and lost ethnic folk culture and art, online Q&A and bulletin board system, etc.

To sum up, colleges and universities play an indispensable role in folk education and intangible cultural heritage protection, facing the 2 1 century, with tight time and heavy tasks. Therefore, we should attach great importance to the popularization of folk education in colleges and universities, so that students can truly realize the urgency, importance and long-term nature of intangible cultural heritage protection. Only in this way can the people's awareness of intangible cultural protection be established.

References: ellipsis

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