Study On The Selection Of School Education On Intangible Cultural Heritage

In recent years,the Party and the country have paid great attention to how to better inherit intangible cultural heritage through school education.With relevant supportive policies promulgated,school education has a better policy environment and greater discourse power at the institutional level to select intangible cultural heritage appropriately.The availability for schools to select and screen different cultures according to certain standards is the foundation for the concept of "school education’s selection of intangible cultural heritage".One of the controversies due to the introduction of intangible cultural heritage to schools is the criteria,that is,what kind of intangible cultural heritage can be introduced to schools while others should not.This is actually because we are more attentive to the choice of school education and culture after school education is linked to the inheritance of intangible cultural heritage.This study conducted a field survey of “Chengdu Base Schools with the Mission of Inheriting Intangible Cultural Heritage” with the methods of questionnaire survey and interview,the paper analyzes how effective these schools are in selecting intangible cultural heritage,as well as the major considerations and deficiencies in such selection process.On this basis,the countermeasures and suggestions for the selection of intangible cultural heritage for school education are put forward to boost the development of school education and facilitate the inheritance of intangible cultural heritage through school education.To grasp the basic principle of school education selecting intangible cultural heritage,this paper leverages "the Pattern of Unified Multi-Ethnic Chinese Nation","Multicultural Integrated Education Theory","the Symbiosis of Various Educational Forms",and "Three Ideology-based Ideas" as its theoretical basis.These concepts include respecting the relationship between the diversity and unity of the Chinese nation;being open to handle the relationship between school culture and intangible cultural heritage;integrating the strengths of different cultures to take advantages of,so that intangible cultural heritage and school education can form a symbiotic relationship;adequately explaining the "state-school-individual" relationship that should be considered in the selection of intangible cultural heritage in school education from three levels: a macro,meso,and micro level of ideology.This study proposed the value standards,basic principles,and main approaches of school education selecting intangible cultural heritage.For introducing intangible culture to schools,we need to consider whether it meets the objectives of school education,the arrangement of school curriculum,and the development needs of students and teachers.School education’s choice of intangible cultural heritage should follow the principle of aligning individual development with social needs as well as the principle of independent choice.In school education,intangible cultural heritage can be selected through the purpose of school education,the cultural development planning of surrounding communities,the school’s own brand and school characteristics,the content granted by school education,the teaching teachers and the cultural consciousness of principals.