Research On The Development Of Traditional Handicraft Class “Intangible” Curriculum Resources In Secondary Vocational Schools

Research on curriculum resources development is an important precondition for the realization of curriculum objectives and an important means to ensure curriculum reform and implementation.The Chinese nation has the material and non-material culture for thousands of years,and the traditional handicraft is one of its main cultural representatives.It is not only an important part of "intangible" resources,but also a living form of culture.Utilizing this kind of intangible cultural resources can both conforms to the development trend of the education and meet the needs of the development of education subject.The "intangible cultural heritage" resources in southwest China are abundant,and whether the education community would fully take the advantage resources to develop the relatively backward education service is an urgent concern for us.However,it has been affected by multiple factors for a long time,so this resource has not been properly and effectively developed and utilized in the southwest vocational schools.Therefore,it is of practical significance to study how to effectively develop and utilize the resources of traditional handicraft ICH in the secondary vocational school.This study is divided into seven parts:The first part is the introduction,which is based on the current situation of the traditional handicraft gradually disappear and the development of vocational education,and illustrate the importance and necessity of developing curriculum resource of the category of traditional handicraft of ICH in secondary vocational school.In addition,the recently research on the development of traditional handicraft curriculum resources in domestic and foreign schools has been sorted out,and the methods and ideas of this research have been determined.The second part interprets the historical and cultural connotations of traditional handicraft curriculum resources,and extracts it’s value of culture,education,economic and social.The third part is based on the Qingshen bamboo weaving,it constructs the state of the development of traditional handicraft category of intangible cultural heritage and carries on theoretical analysis.The fourth part takes the L vocational school as the case,and delving into the content and way of the resource development of the bamboo weaving process curriculum.The research shows that teachers and leaders have a weak awareness of the development of "intangible" curriculum resources,the target positioning is not clear,the content choice is simple and the method is simple in the course of the development of traditional handicraft of the intangible heritage.The fifth part analyzing the affecting factor of the curriculum resources development of traditional handicraft in vocational schools,and the results show that internal factors such as the teachers,school leaders and construction of school culture and and other external factors such as regional economic level,the administrative department of education could affecting the L vocational school’s curriculum resources development.The sixth part focuses on the analysis of the discovered problems,and puts forward that it should improve the consciousness and ability of the curriculum resources development in the field.Figuring out the development goal of traditional handicraft course in vocational school;Enriching the content of traditional handicraft course resources development in vocational school;Expanding the development path of traditional handicraft course;Establishing the guarantee mechanism of traditional handicraft curriculum resources development.Hoping it can provide a theoretical and practical case for other schools in our country.The seventh part is the conclusion,mainly to reflect on the limitations of this study and the need for further research.