Reaearch On Sharing Strategy Of Cultural Informationization Resources Between Schools And Community In Frontier Nationality Areas Of Yunnan Provience

From the value targets of public cultural service, public cultural informationization resources are an important part of the border edueation. In the frontier nationality areas, communities share public cultural informationization resources with schools which is not only to overcome the geopolitical border restrictions, expand the depth and breadth of public cultural services, maximize cultural informationization resources "shared by all", but also enrich and support the development of national border education. By education divertion, cultural services can culticate culture consciousness of citizens, develop the science and education, and ensure the cultural security of the frontier areas.In Yunnan border, educational and cultural resources of public cultural services sre "supply and demand imbalance" between schools and community. Frontier communities build "County-Township-Village" three service systems, and formed "Heaven-Earth-Man" three information transmission modes. Cultural sites have rich resources and infrastructures, but receive little effect, and suffered wasted. However, it is difficult for border schools to support educational and cultural activities, and meet the diverse cultural needs of students and teachers. Based on the pattern of self-contained resource development, how can community and schools make a breakthrough to achieve resource sharing is a main research question.According to twice field surveys, resources sharing between community and schools mainly have three difficult aspects of policy regime, technology and resource. In view of the present situation of community and the cultural needs of schools, constructing a theoretical framework of macro-level can play a role of goverment. At the meso level, relaying on information communication strategies,"central school" can promote community and schools to integrate and share digitized public cultural resources. Finally, from the perspective of the individual, to cultivate awareness of juveniles involved in cultural learning, raise education divertion of teachers to meet the diverse cultural needs, and promote people in community to share. Through the levels, public cultural informationization services protect and inheritage the local culture of nationality areas.