幼儿教师地方非物质文化遗产认同状况个案研究——基于豫南X地区幼儿教师的调查  

A Case Study of Preschool Teachers’Identification with Local Intangible Cultural Heritage—Based on the Survey of Preschool Teachers in X Area of Southern Henan

作　　者：郑雪松[1] 李丹 姜萌 ZHENG Xue-song;LI Dan;JIANG Meng(School of Education Science,Xinyang Normal University,Xinyang 464000,China;Qiucheng Kindergarten of Zhengdong New District,Zhengzhou 450000,China)

机构地区：[1]信阳师范学院教育科学学院,河南信阳464000 [2]郑东新区秋澄幼儿园,河南郑州450000

出　　处：《陕西学前师范学院学报》2021年第7期81-86,共6页Journal of Shaanxi Xueqian Normal University

基　　金：2019河南省社科规划项目(2019BJY018)。

摘　　要：地方非物质文化遗产不仅是我国优秀传统文化的重要组成部分,而且是首先浸润到幼儿生活中的文化,但对豫南X地区幼儿教师地方非物质文化遗产认同状况调查发现以下问题:幼儿教师地方非物质文化遗产认知模糊、情感认同淡薄、行为认同没有落到实处等。幼儿教师的地方非物质文化认同不仅关系到教育的民族性、文化性、特色性等的发展,而且影响着幼儿教师的教育理念和文化选择,强化幼儿教师的地方非物质文化遗产认知认同、增进幼儿教师地方非物质文化遗产情感认同、增强幼儿教师地方非物质文化遗产行为认同是新时代幼儿教师和教育发展的应然取向。Local intangible cultural heritage is not only an important part of China’s excellent traditional culture,but also the first culture to infiltrate into children’s life.However,the investigation on the identity status of local intangible cultural heritage of preschool teachers in X area of southern Henan shows the following problems:The preschool teachers’cognition of local intangible cultural heritage is vague,their emotional identity is weak,and their behavioral identity has not been implemented,etc.The local intangible cultural identity of preschool teachers is not only related to the development of the nationality,culture and characteristics of education,but also affects the educational idea and cultural choice of preschool teachers.Strengthening preschool teachers’recognition of local intangible cultural heritage,enhancing their emotional identification of local intangible cultural heritage and strengthening their behavioral identification of local intangible cultural heritage are the necessary orientation for preschool teachers and education development in the new era.

关 键 词：幼儿教师 非物质文化遗产 文化认同 

分 类 号：G615[文化科学—学前教育学]