Research On School-based Curriculum Development Of Intangible Cultural Heritage

The Law of the People's Republic of China on Intangible Cultural Heritage proposes that schools should take on the task of protecting and inheriting intangible cultural heritage,which makes many colleges and middle schools realize the importance of education in inheriting and protecting intangible cultural heritage.At the same time,a new round of basic education reform proposes to implement the three-level curriculum management of state,local and school,and encourage local schools to develop school-based curriculum.The inclusion of intangible cultural heritage into school-based curriculum has become a hot topic in school curriculum development.The introduction of intangible cultural heritage into school curriculum as a special curriculum resource can not only improve students' basic cultural knowledge and enhance their cultural literacy,but also deepen students' feelings for the characteristic culture of their hometown and the culture of the motherland,so as to cultivate their awareness of protecting and inheriting intangible cultural heritage.However,as far as the current practice of school curriculum development of intangible cultural heritage is concerned,most of the development of this curriculum is based on the personal experience and interest of teachers,and the basic ideas and steps of school curriculum development of intangible cultural heritage have not been formed.In order to solve this problem,this study will start from the real curriculum development practice and explore the basic mode of school-based curriculum development of intangible cultural heritage through the combination of theoretical research and practical research.In terms of theory,the author firstly puts forward the analytical framework of school-based curriculum development of intangible cultural heritage from relevant theories of curriculum development to clarify the basic elements of school-based curriculum development of intangible cultural heritage.Then from the three basic fields of philosophy,culture and psychology,this paper analyzes the theoretical basis of factors influencing the development of school-based curriculum of intangible cultural heritage.In practice,S primary school in Chengdu was selected as the research object.This primary school is developing school-based curriculum for intangible cultural heritage and has been selected as the first "small class" demonstration base for the protection and inheritance of intangible cultural heritage in Sichuan province.Qiang embroidery,paper making,shadow puppetry and other intangible cultural heritage courses of this primary school have formed a relatively complete curriculum system,so the experience of this primary school in the development of school curriculum of intangible cultural heritage has certain reference significance.In the process of practical investigation,the author conducted interviews with school leaders and teachers who organized the development of school-based curriculum of intangible cultural heritage in S primary school.The classroom and related activities of different types of school-based courses of intangible cultural heritage were observed,and the text of teachers' teaching plans was analyzed to understand the current situation of the development of school-based courses of intangible cultural heritage in S primary school.Combining with the theoretical basis,this paper sorts out the practical experience of the development of school-based curriculum of intangible cultural heritage which can be used for reference.Finally,combining theoretical analysis with experience summary of S elementary school intangible cultural heritage school-based curriculum development,this paper proposes the basic model of school-based curriculum development of intangible cultural heritage in primary schools from four aspects: the establishment of curriculum objectives,the selection and organization of curriculum contents,the implementation of curriculum and the evaluation of curriculum.