摘要
传承民族文化是民族地区教育的职责与使命。贵州省自2002年以民族文化进校园活动开展民族文化学校传承,形成诸多经验,也面临内容、结构等方面的诸多不足。自2010年至今的民族文化学校传承实践探索发现,基于国家政策、家庭和社会参与、教育评价与考试等外在环境因素,推动学校基于民族文化价值的课程与教学活动,促进学生通过民族文化传承而实现全面发展的生态化教育模式,有助于显著提升民族文化学校传承的价值和长效性。
Inheriting ethnic culture is the duty and mission of ethnic schools. Guizhou Province initiated ‘ ethnic cultures emerging into schools’ project since 2002, and established many good examples but also confronted some problems in contents, structures etc. Findings in the practice of inheriting ethnic cultures in schools since 2010 by the authors show that the ecological model of inheriting ethnic cultures in schools, which takes the national policy, family and social participation and the educational assessment and tests as ecological environment and lay the core value of ethnic cultures as an overall foundation of the practice in all the school curriculums and activities, can significantly promote the values and long-term effectiveness of the practice of inheriting ethnic cultures in schools.
作者
刘照惠
鲁子问
徐海斌
LIU Zhao-hui;LU Zi-wen;XU Hai-bin(Xingyi Normal University for Nationalities, Xingyi, Guizhou 562400, China)
出处
《贵州民族研究》
CSSCI
北大核心
2019年第1期58-63,共6页
Guizhou Ethnic Studies
基金
贵州省教育厅人文社科重大项目"民族文化进校园推行模式研究"
教育部"西部教学改革支持计划"贵州省基础教育教学改革重点项目"贵州省民族民间文化学校传承有效模式研究"
贵州省2018年基础教育成果奖与高等教育成果奖研究的阶段性成果
关键词
民族文化
学校传承
生态化模式
ethnic culture
inheriting culture in schools
biological model
