高校“非物质文化遗产传承人进课堂”的逻辑机理  

The Logical Mechanism of“Inheritors of Intangible Cultural Heritage Entering the Classroom”in Universities

作　　者：李文文 LI Wenwen(College of Art,Beijing Union University,Beijing 100101,China)

机构地区：[1]北京联合大学艺术学院,北京100101

出　　处：《北京联合大学学报（人文社会科学版）》2024年第4期116-124,共9页Journal of Beijing Union University(Humanities and Social Sciences)

基　　金：北京市教育科学“十四五”规划2021年度一般课题“BOPPPS模型在‘非遗传承人进课堂’教学中的应用研究”(项目编号:CDDB21199)。

摘　　要：我国高校“非物质文化遗产传承人进校园”同步启动于联合国教科文组织《保护非物质文化遗产公约》的实施,在实践层面取得显著成效。从深层理论角度探究,我国近现代高等教育的“后发外生型”特征是其内在原因,历史条件所致的“中学为体,西学为用”在中华民族的新发展时期亟待凝聚民族经验、民族智慧的非物质文化遗产植入高等教育。而高等教育的时代使命和非物质文化遗产保护所倡导的文化多样性为其提供了外在契机。在高校介入非物质文化遗产教育的过程中,需要坚持活态化传承原则,邀请传承人进课堂是有效途径与重要抓手。传承人的“具身性”特征和非物质文化遗产的“隐性知识”是根本原因,也是原则方法,同时构成双重逻辑。The“Inheritors of Intangible Cultural Heritage Entering the Classroom”initiative,launched in Chinese universities alongside the implementation of the UNESCO Convention for the Protection of Intangible Cultural Heritage,has achieved remarkable results.Exploring from a deep theoretical perspective,the“latecomer and exogenous”characteristics of China’s modern higher education serve as an intrinsic cause for such integration.In the new era of development,it is urgent to integrate intangible cultural heritage that embodies national experience and wisdom into higher education.This integration aligns with the mission of higher education and the cultural diversity advocated by protecting intangible cultural heritage and providing external opportunities for it.In integrating intangible cultural heritage in universities,it is necessary to adhere to the principle of active inheritance,with inviting inheritors into the classroom as an effective and important lever.The“embodied”characteristics of inheritors and the“implicit knowledge”of intangible cultural heritage are the fundamental reasons,principles,and methods and constitute a dual logic.

关 键 词：非物质文化遗产传承人 高校职能 课堂教学 活态传承 

分 类 号：G122[文化科学] G642