Research On Interaction Mechanisiy Of School And Out-of-school To Inherit Ethnic Culture In Tibetan Area

With the development of education in China, more and more peopleare seeking a way out of the plight of the "examination-oriented education". Somescholars believe that, the change from knowledge education to cultural educationopens up new roads to quality education and innovation education. The Tibetanpeople in Sichuan area accumulate a lot of outstanding cultural achievements in thelong-term historical practice. To pass down the culture have practical significance,and is in line with the laws of social development. School is an important place forchildren’s growth and the ethnic cultural heritage; however, the factors of nationalculture heritage related to the heritage of the subject, content and methods. Rely onschool alone is not enough. We need combine social and school education, to allowmore people to participate in the ranks of the ethnic culture heritage.In this study, I use pragmatism education theory, cultural function theory, andsocial interaction theory as the theoretical basis. Then use literature analysis, surveys,interviews, and other methods to do the research. Based on the other research, I try tofind how to build more vitality national culture interaction mechanism from theaspects of how to school and out-of-school interacts.Research shows that, at present, the interactive content of Tibetan culturalheritage between school and out-of-school are: dance, music, art and other arts;develop Tibetan language according to the community’s needs; some teachers come tothe community to tell ethnic folk story to children. Interactive ways mainly are:learning cultural knowledge with the help of cultural center; take part in culturalexchange activities in holidays; use education association as interactive platform to inheritage national culture. There still exist many problems: interactive awareness andaction are not consistent; the interaction frequency is low; interactive methods arelimited. The reasons of these problems vary in many aspects, the cause of inconsistent interactive awareness and action is: lack of cultural education concept of education;school safety pressure, the community of human and financial resources deficiency.The reason of interaction frequency is low is: the pressure of survival; transformationof cultural values. The reason of interactive content is limited are: the lack ofinteractive content comprehensive selection criteria; the lack of learning motivation.Reasons for limited interaction method: a shortage of teachers; the lack of platformand effective organization.At the last part of this study, I suggest that: to construct the Tibetan culturalheritage of the school and out-of-school interaction mechanisms need to: improveawareness of initiative, to build harmonious community school relationship, theinteractive content should based on culture background, and implement the way of "invite the folk artist to school, encourage the teachers go out to community ", and soon.