Research On Local Curriculum Development Of Intangible Cultural Heritage

The new round of basic education reform clearly requires the implementation of the “three powers in parallel” educational administration system led by the state,local governments and schools,so as to improve the suitability of the curriculum system of basic education in China to the needs of local governments,schools and students.Local governments and schools have obtained relative curriculum autonomy under the authorization of the will of the state,and they can carry out a series of curriculum-related activities,including determining curriculum objectives,selecting curriculum contents,arranging curriculum implementation,organizing curriculum evaluation and so on,which provides a good opportunity for intangible cultural heritage to be integrated into the local curriculum system as local curriculum knowledge.Intangible cultural heritages the intangible,living and changing cultural resources inherited from generation to generation in specific regions and specific ethnic groups through oral teaching that inspires true understanding within.It is the only living and flowing cultural memory and historical witness.Intangible cultural heritage covers great amount of knowledge and content with local characteristics,which is an important knowledge source and development material of local curriculum.The close combination of intangible cultural heritage and local curriculum for development and research is not only an effective exploration of the inheritance and protection of intangible cultural heritage in education,but also a full use of the richlocal intangible cultural heritage resources to improve the construction of local curriculum system,promote the comprehensive development of local education,which are of great value to the cultivation of local talents,the inheritance and protection of local culture and the progress of local economy and society.Based on the specific case of the development and implementation of intangible cultural heritage local curriculum in the ethnic areas of Qingshui River Basin in Guizhou Province,this dissertation takes the intangible cultural heritage local curriculum development as the research object,adopts research methods of literature,field investigation,case analysis and etc.to follow the research rout of “in here”,“go there” and “back here”,i.e.,the research ideas of “ought to be” of “before the field”,“reality” of “in the field”,and “result” and “authenticity” of “after the field”.At the same time,the dissertation attaches importance to introducing and applying the “self” and “other” in anthropology,the identity consciousness,social identity in sociology,cultural diversity and cultural exchange,so as to answer the questions of “How to integrate the ethnic intangible cultural heritage into the local curriculum”,“How to make the development of local courses of intangible cultural heritage feasible and necessary for the social development,the inheritance and protection of national intangible cultural heritage,and the construction and improvement of local curriculum system in the ethnic areas of Qingshui River Basin” and “How to optimize the local curriculum development of intangible cultural heritage” and other issues.Accordingly,in this paper,the author researches on thetheme,from the introduction(research background,research review,research significance,concept clarification),theoretical interpretation,disciplinary perspective,research objects and methods,the status quo of the development of intangible heritage local curriculum development in the ethnic areas of Qingshui River Basin in Guizhou Province,the practical evaluation of intangible cultural heritage local curriculum development,the optimization strategies,research conclusions and research reflection,trying to present the comprehensive research characteristics from theory to practice and back to theory.This dissertation focuses on the problem consciousness and concept interpretation of local curriculum development of intangible cultural heritage,and closely links it with the theme,so as to highlight the research purport and purpose.Besides,this study systematically and comprehensively discusses the rich and resourceful endowment and the form and content of intangible cultural heritage resources in the development of intangible cultural heritage local curriculum in the ethnic areas of Qingshui River Basin in Guizhou Province.It also shows the high awareness,consciousness and practical achievements of local governments,education administrative departments and schools at all levels towards the development of local curriculum of intangible cultural heritage.At the same time,it is found that there are still “practical dilemmas” in its intangible cultural heritage curriculum development,such as insufficient curriculum resources,absence of curriculum objectives,transformation of cultural environment,low efficiency ofthe subjects,and insufficient feedback of evaluation,and “dilemma attributions”,such as the loss of spiritual and emotional value of intangible cultural heritage courses,the obvious utilitarian trend of curriculum development,and the ecological imbalance of curriculum.On this basis,based on the significance and value of the development of intangible cultural heritage local curriculum,this paper makes active considerations and reveals academic insights of the strategy system of optimizing the local curriculum development of intangible cultural heritage,including the multidimensional construction of curriculum objectives,multiple optimization of curriculum content,and multi-effect empowerment of curriculum subjects,the multi-type integration of curriculum implementation,and the multiple interaction of curriculum evaluation and etc.