| Since the 18 th CPC National Congress,more and more Chinese people who emphasize "cultural self-confidence" have begun to explore various ways to protect and inherit China's excellent traditional culture,and more and more young people have participated in the exploration of local culture.As an important part of Chinese traditional culture,intangible cultural heritage is highly valued by all walks of life.Among them,the voice of bringing intangible cultural heritage education into the school curriculum system has been the first.In 2005,the general office of the State Council issued opinions on strengthening the protection of intangible cultural heritage in China and opinions on the implementation of the project of inheritance and development of Chinese excellent traditional culture.In addition,during my master's degree study,I participated in the theoretical tutor's 2018 "13th five year plan" project of Liaoning Education Science(approval No.: jg18cb396)"Research on the current situation and sustainable development strategy of" intangible cultural heritage into campus "in Liaoning Province",and attended the international academic seminar "mission of Intangible Cultural Heritage Inheritance and basic art education" sponsored by Zhejiang Normal University with my tutor,We visited the inheritors of intangible cultural heritages in Liaoning Province,such as: the inheritors of Manchu paper cutting in early spring,the inheritors of Xiuyan Manchu paper cutting,Wang Xinli,song Chunling and song Chunfang,the inheritors of Benxi Manchu bag,which provided theoretical support for the writing of this paper.In addition,through the third study assigned by the college to Lingxi primary school and with teacher Wang Yan,a teaching researcher of Shenhe District,in-depth field research in the primary school teaching line,to provide empirical support for the writing of this paper.Therefore,adhering to the concept of "see people,see things and see life",how to make intangible cultural heritage into the classroom and help the protection and inheritance of excellent traditional culture has become the general research direction of this paper.The essence of intangible cultural heritage is "culture",and how to introduce and transform the "cultural" resources of art discipline with "immateriality" is a practical problem.Based on the intangible cultural heritage project resources of Liaoning Province,this paper explores the relationship between intangible cultural heritage project and primary school art curriculum resources system,and selects some intangible cultural heritage projects in Liaoning Province to carry out on-the-spot investigation in the application of primary school art education practice,to find out the specific problems when intangible cultural heritage is transformed into art curriculum resources and applied,and then summarizes the sustainable development The process can be divided into four steps.Step 1: summarize the intangible cultural heritage projects of traditional art in Liaoning Province,and take several items from the national,provincial and municipal level to explain(Chapter 2).Step two: expound the resource system of art curriculum in primary school and the elements of art curriculum resource contained in intangible cultural heritage projects,and explore the relationship between the intangible cultural heritage of Liaoning Province and the resource system of art curriculum in primary school(Chapter three).The third step: implement the questionnaire survey(Chapter Four)and carry out feasibility analysis to explore how the art education in primary schools under the core quality of the art discipline can introduce intangible cultural heritage projects into the four learning areas(Chapter five).Step four: summarize the problems,put forward the solutions(Chapter Six),and carry out the curriculum practice in the internship school(Chapter Seven). |
PDF Full Text Request