系统耦合视角下非物质文化遗产学校教育传承的机制研究  

A Study of School's Mechanism to Inherit Intangible Cultural Heritage in the View of System Coupling

作　　者：李卫英[1] 

机构地区：[1]贵阳学院教育科学学院,贵州贵阳550005

出　　处：《民族教育研究》2017年第3期107-112,共6页Journal of Research on Education for Ethnic Minorities

基　　金：国家民委人文社科重点研究基地少数民族教育发展研究基地2016年度招标课题"西南少数民族地区基础教育信息资源优化配置研究"(项目编号:JYJD201615)的阶段性成果

摘　　要：非物质文化遗产系统与学校教育系统作为文化生态系统的两个子系统,存在着相互补充、相互制约的关系,二者只有相互作用产生合力,才能产生增力效果。从系统耦合理论角度看,非物质文化遗产学校教育传承面临着文化主体耦合度不高的现状,学校教育体系之间存在非直接耦合现象、部分非物质文化遗产与学校教育的内容耦合适应性不强、非物质文化遗产学校传承系统未产生耦合效应等问题。可通过构建"多主体"场力耦合、注重课程建设与评价改革的方法耦合、加强整体性与阶段性的时序耦合以及完善一般性与特殊性的区域耦合等措施,实现非物质文化遗产在学校教育中的高质量传承。The system of intangible cultural heritage and the system of school education are the two subsystems of cultural ecosystem, and there is a relationship of mutual complement and restriction between them. Only when the two systems interact with each other can reinforcement effect be produced. From the perspective of system coupling theory, the inheritance of intangible cultural heritage in school education is facing problems such as a low coupling degree of cultural entities, non-direct coupling between different school systems, a lack of content coupling between some intangible cultural heritages and school education, and non coupling effects of intangible cultural heritage inheritance in school education. This article puts forward some coupling paths to solve the problems through building a field coupling of multi-subjects, emphasizing method coupling of curriculum construction and evaluation reform, strengthening sequential coupling of unity and stage, and improving regional coupling of generality and particularity. Only in this way can we inherit intangible cultural heritage in school education with a high quality.

关 键 词：非物质文化遗产 学校教育 传承 系统耦合视角 民族教育 

分 类 号：G122[文化科学]