0n The Local Curriculum Development Of The Intangible Cultural Heritage In Tibet

Innovation is an inexhaustible force that drives the development of human society, especially in the field of education and culture. Not only does the educational exploration for the Intangible Cultural Heritage in Tibet have a far-reaching implication on its protection, but it is also the concrete embodiment of local curriculum development in our country's three-level curriculum management system and the necessary way to develop the local curriculum creatively in Tibet Autonomous Region. Since China implemented the policy of three-level curriculum management,the development theory and practice of local curriculum and school-based curriculum get more and more attention from the experts in the field of curriculum and teaching study. At the same time, the curriculum reforms in the eastern provinces such as Zhejiang, Shanghai, Guangdong have the most significant effects. However, located in the southwest border of our country, the Tibet Autonomous Region is much more slowly than other provinces in the pace of curriculum reforms. The theory and practice effort of local curriculum development is in the initial stage and needs to be explored deeply and systematically by educational researchers in the future.First of all, based on the research present situation, the related concepts and the correlation of intangible cultural heritage and curriculum, the thesis analyzes the possibility and necessity to introduce the knowledge about Tibetan intangible cultural heritage into the local curriculum. Secondly, the author investigates about the development and application status of Tibetan intangible cultural heritage that is leaded into elementary and middle school in Lhasa with the help of SPSS17.0 and obtains the following conclusions:(1) The teachers' and students' awareness of the Tibetan intangible cultural heritage at the basic education stage in Lhasa is not clear;(2) The Tibetan culture's penetration in teaching and studying process is not high;(3)Teachers and students in Lhasa's primary and secondary school actively support Tibetan intangible cultural heritage into curriculum.According to the above conclusions, this study further puts forward the ideas of developing local curriculum about the Tibetan intangible cultural heritage. Based on the analysis of developing target, form, subject, content, principle, safeguard mechanisms, model and process, the writer constructs several specific instances of the local curriculum about Tibetan intangible cultural heritage.In a short, taking the local curriculum development of the Intangible Cultural Heritage in Tibet as the research content, selecting some teachers and students at the compulsory education stage in Lhasa as research objects and with the help of literature survey datum and related theoretical research achievements, we analyze the possibility and the necessity of exploring the local curriculum about the Intangible Cultural Heritage. On this basis, we attempt to answer the following three questions:“Who will develop the local curriculum of the Intangible Cultural Heritage in Tibet ?”“How to develop the local curriculum of the Intangible Cultural Heritage in Tibet? ”“How to guarantee this kind of local curriculum development have an effective result ?”. At the same time, we give specific examples about the development content in order to enrich the theoretical framework and practical significance of the local curriculum development in Tibet Autonomous Region.