An Investigation Of Paper-cutting Practice Of Traditional Handicrafts In The Labor Education Curriculum Of Secondary School H Under UbD Theory

Labor education has been mentioned several times since its inclusion in the compulsory curriculum in 2020,and it has a prominent place in the five education.The introduction of labor education into the compulsory curriculum requires tapping into the content and form of the curriculum,the nature of manual labor among traditional handicrafts and the value of labor to match it.As an excellent traditional culture of the Chinese nation,traditional handicrafts are facing the problem of stagnant inheritance.It has become a possible direction to combine from the curriculum teaching design ideas to change the single content of labor education curriculum and the hindered dissemination of traditional handicrafts.This paper takes the integration and innovation of traditional handicrafts in labor education curriculum as the main direction and conducts practical exploration in three aspects:qualitative and quantitative research on the content related to traditional handicrafts and labor education;exploration of the form and content of traditional handicrafts in labor education curriculum under the core idea of UbD;research on the future development trend of such curriculum under the anthropological study of educational narrative.Based on this,this paper takes the UbD concept as the core and reverse design as the beginning through a unit course.In a more typical case of educational narrative,the integration form of Yangzhou paper-cutting and labor education curriculum is interpreted to provide thoughts and references for the development of other types of traditional handicrafts under the UbD theoretical ideas.This paper,which took shape in the midst of the author’s two-year practical internship and research,includes the basic perceptions of students and parents of traditional crafts and labor education curriculum in nine schools in urban areas and counties,the anthropological study of educational narratives of traditional crafts and labor education curriculum,and the interview records of six high school art teachers.The lines range from the validation of curriculum theories,the implementation of basic research in H high school,and the general idea of curriculum design gradually to the clarification of the curriculum program,the formulation of curriculum objectives,the implementation of curriculum plans,the innovation of curriculum content,and the presentation of curriculum results,and it is found that there is a broad space for its development in three aspects:first,traditional handicrafts have a long history,and its protection and inheritance are currently more tricky;second,the labor education curriculum is included in the compulsory courses Secondly,the inclusion of labor education courses into the compulsory curriculum is still short,the curriculum system is not perfect,and schools generally think that students should really do "labor",not knowing that handicraft work to promote traditional culture and beautify life is also a good education of labor values;thirdly,the curriculum designed with UbD units as a starting point,so that students can better accept the content of the curriculum and form innovative understanding.In the future,the integration of traditional handicrafts into the labor education curriculum under UbD theory,consisting of content,students,and curriculum,is not a conceptual shift,but a search for the intrinsic value of both as well as the direction of innovative dissemination.The students’ learning outcomes are not the end point;the development of local traditional culture to draw on is the essence.The innovation of the traditional schema is more pleasing and the students have cultural confidence from their bones.