恩施州小学苗族文化校本课程开发研究

发布时间：2018-07-03 04:03

本文选题：小学教育 + 苗族文化　；参考：《四川外国语大学》2017年硕士论文

【摘要】：作为文化传播的主流和途径,教育对少数民族的文化定义和认同影响深远。通过学校教育,学生可以学到少数民族的风俗习惯、宗教信仰、价值观念等等,从而更好地传承少数民族的文化。课程作为教育的实施手段,它是少数民族文化得以传播的最为直观的方式。在新一轮的课程改革当中,国家下达了三级课程管理模式,这为少数民族文化校本课程开发提供了可取的途径。此篇论文旨在让学生在学与玩中了解和体验少数民族的文化特色,继而传承恩施州独有的苗族文化。从理论意义上来说,此篇论文的研究既可以弥补少数民族校本课程开发领域内的一些不足,又可以为后来的研究者研究恩施州苗族文化校本课程开发提供参考。从现实意义上来说,它能够更好地适应学生的发展需求,促进学生个性的发展,也有利于学生加强对本地区的民族认同感,这样,也为当地经济的发展输送了大量的人才。近些年来,关于校本课程开发内容的研究层出不穷,这其中开发的内容既包括了学科类,如语文、数学、生物等等;又包括了文化类,尤其以少数民族文化为代表,如土家族文化、京族文化、侗族文化等等。此篇论文就是以少数民族文化中的苗族文化为着眼点,从文献法、问卷调查法和访谈法入手,首先介绍了恩施州苗族文化的大致分布情况及苗族文化校本课程的教育性、经济性、传承性价值所在;然后描述了恩施州小学苗族文化校本课程开发的理论依据和现实依据以及开发的基本原则;接下来分析了其开发过程中存在的课程目标不明确、课程开发缺乏实践性、课程评价单一化等问题;随后,本研究阐述了恩施州苗族文化校本课程开发所应该确立的课程目标;最后立足于恩施州小学少数民族文化校本课程开发的实际情况,构建出恩施州小学苗族文化校本课程开发的理论框架,这种理论框架包括课程开发的背景、人员、主题、内容、实施以及评价方式等。恩施州苗族文化中所蕴含的民族特色如民族建筑、民族文学、民族精神、民族历史、民族艺术、民间传承等都为校本课程开发提供了充足的开发内容和教育资源。但在开发的过程中,仍然存在一系列的问题,需要校本课程的开发者和实施者不断配合和实践,才能最大程度地发挥出恩施州苗族文化的实用价值。
[Abstract]:As the mainstream and way of cultural communication, education has a profound influence on the cultural definition and identity of ethnic minorities. Through school education, students can learn the customs, religious beliefs, values and so on. Curriculum as a means of education, it is the most intuitive way to spread minority culture. In the new round of curriculum reform, the state has issued a three-level curriculum management model, which provides a desirable way for the development of school-based curriculum of minority culture. The purpose of this thesis is to enable students to understand and experience the cultural characteristics of ethnic minorities in learning and playing, and then to inherit the unique Hmong culture in Enshi. Theoretically speaking, the study of this paper can not only make up for some deficiencies in the field of minority school-based curriculum development, but also provide a reference for the later researchers to study the development of the school curriculum of Miao culture in Enshi Prefecture. In a practical sense, it can better meet the needs of students' development, promote the development of students' personality, and also help students to strengthen their national identity in this area, thus, it also provides a large number of talents for the development of local economy. In recent years, there has been an endless stream of research on the content of school-based curriculum development, which includes not only the subjects such as language, mathematics, biology and so on, but also the cultural category, especially the minority culture. Such as Tujia culture, Beijing culture, Dong culture and so on. This paper focuses on the Miao culture in the minority culture, starting with the literature method, questionnaire survey and interview method, introduces the general distribution of the Miao culture in Enshi prefecture and the educative nature of the school-based curriculum of the Miao culture. Secondly, it describes the theoretical and practical basis and the basic principles of the development of the Miao culture school-based curriculum in Enshi primary school. Then, it analyzes that the curriculum objectives in the course of its development are not clear. The course development lacks the practicality and the curriculum evaluation is single, then, this study expounds the curriculum goals that should be established in the course development of the Miao nationality culture school-based curriculum in Enshi Prefecture. Finally, based on the actual situation of minority culture school-based curriculum development in Enshi primary school, the theoretical framework of the curriculum development of the Miao nationality culture in Enshi primary school is constructed. This theoretical framework includes the background, personnel, theme and content of the curriculum development. Implementation and evaluation methods. The national characteristics in Enshi Miao culture, such as national architecture, national literature, national spirit, national history, national art, folk inheritance and so on, have provided sufficient development content and educational resources for the development of school-based curriculum. However, in the process of development, there are still a series of problems, which need the cooperation and practice of the developers and implementers of the school-based curriculum in order to maximize the practical value of the Hmong culture in Enshi Prefecture.
【学位授予单位】：四川外国语大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G622.3

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