A Case Study On The Educational Value Of Museum-school Integration And Its Practical Transformation

As a microcosm of human civilization,museums contain a vast amount of nurturing resources,but for students,museum resources need to rely on the educational practices of museum-school integration in order to transform the connotation of rich educational value.In 2020,the Ministry of Education and the National Cultural Heritage Administration jointly issued the Opinions on Using Museum Resources for Education and Teaching in Primary and Secondary Schools,proposing to improve the cooperation mechanism between museums and schools,promote the integration of museum resources into the education system,and enhance the effectiveness of students’ using of museums,which not only triggered public concern about the educational function of museums,but also provided a policy basis for the integration of museums and schools.What are the educational values of museum-school integration? How can educators carry out specific educational practices to realize the educational value of the museum-school integration? With the emergence and popularity of the museum-school integration,these questions need to be further considered by both museums and schools.With the theme of "A case study on the educational value of museum-school integration and its practical transformation",this study aims to address the following questions: First,how does the museum-school integration in M primary School realize the transformation of the educational value in practice? Second,what kind of educational value is embedded in the museum-school integration? Thirdly,what are the dilemmas of the museum-school integration in M primary school ? Fourth,how to solve the dilemma of the practical transformation of the educational value of the museum-school integration?In order to solve the above problems,this study adopts a qualitative research paradigm and takes M primary school as the case study object.Through in-depth interviews and collection of physical data,it explores the process and specific connotation of the practical transformation of the educational value of museum-school integration,and tries to analyze the dilemmas in the process of the practical transformation of the educational value of museum-school integration in M primary school,and finally explores the improvement strategies of the practical transformation of the educational value of museum-school integration by combining the above findings.The findings and conclusions of this study are as follows.Firstly,the practical transformation of the educational value of museum-school integration in M primary school can be divided into three perspectives: The school mainly uses endogenous needs and external factors to motivate teachers and students to join in the museum-school integration;uses curriculum construction and activities as a carrier to develop education strategies;and provides organizational support by building a curriculum development team and an activity team.Secondly,the museum-school integration contains three levels of educational values.At the level of knowledge acquisition,students are guided to focus on the tangible aspects of knowledge and return to the application of knowledge through physical exhibits;at the level of wisdom acquisition,students are inspired to use their senses and bodies as learning tools and generate personal learning experiences;and at the level of character development,students are encouraged to promote aesthetics and innovation,enhance cooperation and interaction,and awaken individual self-awareness of life.Thirdly,the survey found that the main dilemmas of the educational practice of museum-school integration in M primary school are as follows: first,the lack of awareness of the main participants in museum-school integration,including the misconception that museum-school integration is confined to leisure,and the unclear self-positioning of educators;second,the professional barriers between museums and schools,which are manifested in the unfamiliarity of school teachers with museums and the unfamiliarity of museum staff with education.Third,the organization needs to be improved because of the short duration of the program,the fragmented study themes and the restricted participants.Fourthly,this study proposes improvement strategies for the practical transformation of the educational value of museum-school integration.To promote the awakening of the consciousness of the subjects involved in the museum-school integration,both sides should update their understanding of the museum-school integration and reshape their self-positioning of the role as educators;to enhance the professional construction of the teaching staff of the museum-school integration,ways can be carried out through improving the training of school teachers,strengthening the training of museum staff,constructing a mechanism of exchange and dialogue between museums and schools,and introducing other staff to provide sufficient and high-quality teachers for the museum-school integration.The organization and implementation of the educational practice of museum-school integration can be optimized to be long-term,in-depth,diversified and open through long-range design,curriculum development,activities and network technology.