黔东南苗族刺绣在学校教育中传承的困境及对策研究

发布时间：2018-05-18 15:29

本文选题：苗族刺绣 + 学校教育　；参考：《西南大学》2017年硕士论文

【摘要】：苗族刺绣作为一种传统民间工艺和非物质文化遗产,其自身蕴含着丰富的文化内涵和教育价值,苗族刺绣是苗族服饰文化的一部分。所有的文化都是以一定的经济基础为依托,任何政治制度、社会组织、生活方式都是建立在一定的经济基础之上的,文化现象也不例外,文化是由经济所决定的。随着信息时代的发展,传统手工业受到严峻的挑战,在现代市场经济冲击下步履维艰并正在逐渐流失,苗绣也并没有幸免于难。传统的家庭、社区传承模式受到了严峻的挑战,学校教育开始作为一种具有强大优势的传承方式存在。基于对国家以“民族文化进校园”为载体的民族地区文化资源的教育转换的关注,在考察过程中发现苗族地区苗族刺绣具有传承历史文化的价值、美育价值、智力和非智力因素的价值,这些价值与义务教育阶段所提倡的素质教育不谋而合,因此,苗族刺绣也就走进校园、走进课堂。但经过田野调查和问卷访谈发现其在学校传承过程中遇到不少问题,这些问题集中表现在苗绣课程之中。苗族刺绣在学校中遇到的困境是什么?产生这些困境的原因又有哪些方面?我们如何通过建构课堂解决这些困境?本研究希望通过回答这些问题来得以完善苗族刺绣在学校教育中的传承方式,使苗族刺绣得以发展。因此本研究以贵州凯里舟溪逸夫中学为考察点,借鉴对比苏州镇湖实验小学,综合运用比较法、因素分析法、田野考察法、文献法,对苗族刺绣在学校教育中的问题进行分析探讨,以建构主义学习理论为支撑构建苗族刺绣课堂。经过实地田野考察发现,贵州凯里舟溪逸夫中学身为民族文化项目学校,充分利用本地区丰富的民族文化资源,将苗族刺绣进行教育转换并融入课堂。但在具体实施过程中,在教学目标、教学形式、教学内容、教学实施情境、教学评价体系以及教师和学生意识等方面存在诸多问题。其中教学目标方面,其教学目标实施的科学性不强;教学形式的设置有待进一步完善;苗族刺绣课程内容呈现的不够完整,碎片化较为严重;教学实施缺乏相对应的情境性,没有合理的利用社区和家庭资源;教学评价体系有待进一步的完善;教师及学生的传承优秀民族文化传统的意识亟待提高。研究中发现,利用建构主义构建改善学校教育传承苗族刺绣的课堂应从以下几个方面入手:第一,以知识建构为导向,明确教学目标;第二,分析学生特征,创建教学情境;第三,注重教师和学生意识素养养成;第四,完善课程评价体系。
[Abstract]:As a traditional folk craft and intangible cultural heritage, Miao embroidery contains rich cultural connotation and educational value. It is a part of Miao costume culture. All cultures are based on a certain economic foundation, and any political system, social organization and way of life are based on a certain economic foundation, and cultural phenomena are no exception. Culture is determined by economy. With the development of the information age, the traditional handicraft industry is faced with severe challenges. It is difficult and gradually losing under the impact of the modern market economy, and Miao embroidery has not been spared. Traditional family, community inheritance model has been a severe challenge, school education began to exist as a strong advantage of inheritance. Based on the attention paid to the educational transformation of the cultural resources in the minority areas with the national culture coming into the campus as the carrier, it is found that the embroidery of the Miao nationality in the Miao nationality area has the value of inheriting the historical culture and the value of aesthetic education. The value of intelligence and non-intelligence factors coincides with the quality education advocated in compulsory education stage. Therefore, Miao embroidery also goes into the campus and the classroom. However, through field investigation and questionnaire interviews, we find that there are many problems in the process of school inheritance, which are concentrated in the Miao embroidery course. What is the predicament of the Miao embroidery in the school? What are the reasons for these difficulties? How can we solve these dilemmas by constructing a classroom? This study hopes to improve the inheritance of Miao embroidery in school education by answering these questions, so that Miao embroidery can develop. Therefore, this study takes Yifu Middle School in Kaili Zhouxi, Guizhou Province as the inspection point, and draws lessons from the comparison of Suzhou Zhenhu Experimental Primary School, and comprehensively applies comparative method, factor analysis method, field investigation method, literature method, etc. This paper analyzes and discusses the problems of Miao embroidery in school education, and constructs the Miao embroidery classroom based on constructivism learning theory. Through field investigation, it is found that as a national culture project school, Guizhou Kaili Zhouxi Yifu Middle School makes full use of the rich national cultural resources in this area to transform the Miao embroidery into education and integrate it into the classroom. However, in the process of implementation, there are many problems in teaching objectives, teaching form, teaching content, teaching implementation situation, teaching evaluation system, teachers' and students' consciousness and so on. In terms of teaching objectives, the implementation of the teaching objectives is not scientific; the teaching form needs to be further improved; the Miao embroidery curriculum content is not complete, fragmentation is more serious; the implementation of teaching lacks the corresponding situational, There is no reasonable use of community and family resources; the teaching evaluation system needs to be further improved; teachers and students' awareness of inheriting outstanding national cultural traditions needs to be improved. It is found that the use of constructivism to construct the classroom to improve the inheritance of Miao embroidery in school education should be started from the following aspects: first, taking the knowledge construction as the guide, defining the teaching goal, second, analyzing the students' characteristics and creating the teaching situation; Third, pay attention to teachers and students consciousness cultivation; fourth, improve the curriculum evaluation system.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.955

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