The Intangible Cultural Heritage Into Campus

Rooted in five thousand civilized history, abundant and colorful intangible cultural resources is the crystallization of the essence of the Chinese nation. It also is eternal source for the national culture renaissance and sustainable development.However, with the accelerated pace of globalization and modernization, some cultural heritage, which rely on oral instruction and demonstration to passing, has already faced great crisis and in shrinking and decline. How to preserve and develop the country's intangible cultural heritage has been a urgent problem to the national government.The inheritors are the core carrier in carrying on and passing on intangible cultural heritage and the principal to be protected and developed. In the selection process of traditional family and apprenticeship inheritance pattern, school education aimed at teenagers stand out with its unique advantage, and has served as an important role in preserving and passing on intangible cultural heritage. Therefore, Our country attaches great attention to education in the protection of intangible cultural heritage and call for incorporating activities of intangible cultural into schools. China has had great significance for the effort to explore methodological approaches of intangible cultural education as well as Promulgate a series of laws and policies to provide bases and instruction for school education inheritance.Shaihu primary school, located in Wuchang district,Wuhan, positive respond to the call of government first to incorporate intangible cultural activities into schools. They have made gratifying achievements in continuous exploration and innovation , but also some problems been found. Through field survey and interviews in Shaihu, this paper exhibit the current situation of bringing intangible cultural heritage into class and to demonstrate a whole picture of the country's intangible cultural heritage.This paper includes three parts except introduction to present: first, school education is the trend in carrying on and preserving China's intangible cultural heritage. This part demonstrate the significance of bring intangible cultural heritage into class based on intensifying guidance and support of national policies and advantages of school education compared with traditional inheritance patterns. Then, Carried out a comprehensive and multiple perspectives survey of Shaihu primary school in order to learn about the general condition of its education and summarize the conditions and advantages, process and methods, effects and experiences in bring intangible cultural heritage into class. So as to make other school more familiar with such activities. Finally,Some problems have been exposed during the implementation of intangible cultural education in Shaihu. Such as, government attention is still insufficient and cause unsatisfactory result in education implement. Shaihu too focused on imitating forms, has not developed intangible cultural textbook matching with school-based curriculum and lack of perfect teaching evaluation system , less social concerned concern and general public participation. By reflecting these problems, this paper make great efforts to explore the bottlenecks in the process of bring intangible cultural heritage into class, and then propose some feasible thoughts and suggestions on breaking bottlenecks from three aspects government, school and society. The governments changes the opinion about the preservation of intangible cultural heritage and intensify Efforts to support intangible cultural education in school. The governments should have great efforts to work with schools and incorporate the support of all circles of the society to really implement intangible cultural education following the rules of development and properties of intangible cultural heritage and strengthen teacher troops at the same time.