A Research On Educational Inheritance In Xinjiang Intangible Cultural Heritage

In recent years, the Intangible Cultural Heritage of school education has become a common concern in the field of education. However, there is a limited research on Xinjiang Intangible Culture Heritage of school education. This paper selects 10 middle school's teaching present conditions in Urumqi and tries to find, as well as summarizing the teaching experience of Intangible Cultural Heritage and the problems that exist in those 10 middle schools. Accordingly, from the perspective of educational anthropology, this paper raises a discussion on the functions of Intangible Cultural Heritage in the schools, on the relationship between cultural diversity and the local culture, on the relationship between education in the schools and social culture and so forth. At the same time, including the study of feasibility of the Intangible Cultural Heritage in school education. On the basis of practice and theory, I will put forward some feasible suggestions on the School Education's inheritance of Intangible Cultural Heritage.The introduction includes raising questions, defining study subject, research methods and current situation of this issue. Through arranging Intangible Cultural Heritage of Xinjiang in the first chapter, the research provides an overview of cultural and educational background of the Intangible Cultural Heritage .Chapter 2 mainly introduces the investigation and the result of the inheritance of Intangible Cultural Heritage in the10 middle schools in Urumqi, as well as summing up the experience of inheriting Intangible Cultural Heritage in 10 schools and the problems encountered in this process. In Chapter Three, on the basis of the concept of"Cultural Enculturation","Cultural Acquisition"in ethnology, we will get a better understanding of cultural inheritance. Meanwhile, this part describes the role school education has played in the cultural inheritance of Intangible Cultural Heritage between local culture and traditional culture as well as the concern for this issue at home and abroad. All those above provides necessary theoretical basis for the inheritance of Intangible Cultural Heritage in the school education. Taking the cultural inheritance of Intangible Cultural Heritage in 10 schools as an example, this chapter comes to the conclusion and provides the necessary exposition of the feasibility of inheritance Intangible Cultural Heritage in the school education. Moreover, this chapter puts forward several suggestions on the inheritance of Intangible Cultural Heritage in school education. Finally, the writer sums up the whole thesis and points out that school education must take the responsibility of inheriting the Intangible Cultural Heritage, which also roots in the soil of the local culture.