Cultural Choice Of Inheritor

Liuhe folk song,as a folk art form,has different social functions and cultural significance for people in different historical periods.Through sorting out and comparing the development of Liuhe folk songs in different historical periods,we can see the development changes of liuhe folk songs from local education to social education and school education,among which the influential "inheritors" jointly lead the overall "picture" of the development of local music.From the perspective of cultural choice concept of educational anthropology,with the development of The Times and society,people will carry out selective inheritance and protection of culture based on their education level,social identity and social reality.Selection based on this theory,the article focuses on three kinds of different social status-local jinniu lake central primary school,the government,the cadre and multiple identities such as provincial heritage people Yao Tong and folk song de-qin zhang as the research object,probe,analysis and interpretation of the case in the education teaching main body behavior and how to choose the inheritance thinking,Based on the current "phenomenon" of inheritance and education of the local music they jointly participated in,this paper explores the hidden academic issues involving "social reality","traditional construction" and "crowd power relationship".It is found that the campus inheritance of Liuhe folk songs shows the characteristics of "campus suitability" in teaching mode,content and purpose.Yao Tong,who has multiple social roles,made a breakthrough attempt to meet the needs of official social propaganda and education in the teaching methods and contents of folk songs in social teaching.However,based on his limited ability,zhang Touche,a folk artist,always uses the method of oral instruction to teach teachers,apprentics and families.At the same time,although he has certain "freedom" in his inheritance work,he is "constrained" by his superiors in most cases.Local folk songs are constantly "constructed" in the "INTANGIBLE cultural Heritage" movement and the power of mainstream education subjects.