中小学民俗文化课程的一体化设计

发布时间：2018-03-09 12:52

本文选题：民俗文化　切入点：课程　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：民俗文化是中华民族的瑰宝,是传统文化的重要组成部分。它是一个国家、地区或广大民众所共同创造和传承的文化事象,渗透在人们生活中的各个领域,对个体的成长起着教化与熏陶作用。它又是一种重要的教育资源,将其融入学校课程能够达到促进学生发展与丰富学校课程内容的双重目标,实现自身的顺利传承。随着国家对传统文化的重视与保护,许多学校纷纷参与到传承民俗文化的工作中。通过分析文献资料并走访调查部分地区的部分学校,发现当前学校在以课程为载体传承民俗文化时主要采用国家课程、地方课程与校本课程。传承的民俗文化主要以课程中涉及的民俗文化及本地区的特色民俗文化为主,开设方式为课堂教学与活动,最后以考试或成果展示作为评价方式。这些学校在实践中取得了一定的成效,对民俗文化的传承起到了一定的推动作用,但他们在开展过程中仍存在着零散化、机械化等问题,造成了课程间的割裂现象,还有不少学校对传承民俗文化的态度漠视,从而阻碍了民俗文化在学校课程中传承的系统性与全面性。本研究针对民俗文化课程的割裂与零散等现象,从加强课程融合的角度出发,进行了民俗文化课程一体化的设计。民俗文化课程一体化设计包括三层涵义,一是在整体结构上开展学校层面的统筹规划;二是在课程内容上实现横向联系和纵向递进的系统组织;三是在课程形式上加强不同时空的配合呼应。要进行民俗文化课程一体化的设计,首先要从设计目标和结构方面考虑整体方案,其次要合理选择和组织民俗文化,然后再确定民俗文化课程的合理开设方式。民俗文化融入课程,有以民俗文化为内容、以民俗文化为形式、民俗文化既为内容又为形式三种基本类型,不同学校可以根据自己的目标和条件灵活选择。同时,为了保障民俗文化课程一体化设计的有效落实,还应该在团队建设、管理机制、硬件配备、评价激励等方面做好辅助工作。
[Abstract]:Folk culture is a treasure of the Chinese nation and an important part of traditional culture. It is a cultural phenomenon created and passed on by a country, region or the general public. It permeates every field of people's life. It is also an important educational resource, which can promote the development of students and enrich the contents of school curriculum. With the country's emphasis on and protection of traditional culture, many schools have participated in the work of inheriting folklore culture. By analyzing the literature and visiting some schools in some areas, It is found that the present school mainly adopts national curriculum, local curriculum and school-based curriculum when passing on folklore culture with curriculum as carrier. The folklore culture inherited mainly consists of the folk culture involved in the curriculum and the characteristic folklore culture of the local area. These schools have achieved certain results in practice and played a role in promoting the inheritance of folklore culture. However, there are still some problems in their development, such as fragmentation, mechanization, and so on, which have resulted in the fragmentation of curriculum, and many schools have ignored the attitude of inheriting folklore and culture. Therefore, it hinders the systematicness and comprehensiveness of folklore culture inheritance in school curriculum. This study aims at the phenomenon of fragmentation and fragmentation of folklore culture curriculum, and sets out from the angle of strengthening the integration of curriculum. The integrated design of folklore culture curriculum includes three meanings: one is to carry out the overall planning at the school level on the whole structure; The second is to realize the horizontal connection and vertical progressive systematic organization in the curriculum content, the third is to strengthen the coordination of different time and space in the curriculum form. The design of the integration of folklore culture curriculum should be carried out. First of all, we should consider the overall plan from the aspects of design objectives and structure, and secondly, we should choose and organize folklore culture reasonably, and then determine the reasonable way of offering folklore culture curriculum. Folklore culture is integrated into the curriculum and has folklore culture as its content. In the form of folklore culture, folklore culture is the content and form of three basic types. Different schools can choose flexibly according to their own goals and conditions. At the same time, in order to ensure the effective implementation of the integrated design of folklore culture curriculum, We should also do a good job in team building, management mechanism, hardware equipment, evaluation incentives and so on.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G632.3

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