民俗文化的教育價(jià)值研究
發(fā)布時(shí)間：2018-12-11 23:26
【摘要】：民俗文化足千百年來(lái)歷史的記憶,積淀著人類(lèi)的生存智慧,代表著一個(gè)民族的信念,是一個(gè)民族的生活準(zhǔn)則。民俗文化的涵蓋范圍廣泛,涉及到人們物質(zhì)生活、精神生活和社會(huì)生活的各個(gè)方而,小到做客、餐桌禮儀,大到歲時(shí)節(jié)令習(xí)俗,都體現(xiàn)著各式各樣的民俗傳統(tǒng),是中華民族文化多樣性的具體體現(xiàn)。民俗作為一種生活化的群體文化,對(duì)人的教化作用更多地是潛移默化的,通過(guò)人們?nèi)粘＝煌顒?dòng)中的態(tài)度、語(yǔ)言及行為體現(xiàn)出來(lái),對(duì)個(gè)人的價(jià)值觀(guān)和個(gè)體的社會(huì)化產(chǎn)生極大的影響。 民俗文化教育是素質(zhì)教育和多元文化教育不可或缺的組成部分,民俗文化的傳承和發(fā)展同課程開(kāi)發(fā)過(guò)程中的“隱性課程”具有高度的相通性。民俗文化教育以學(xué)校教育的方式開(kāi)啟民俗文化之窗,以潛移默化的形式鑄造人們的心靈,讓處在社會(huì)喧囂中的青年們透過(guò)學(xué)校教育感受本民族祖先們的思想情感和生活方式,增進(jìn)情感的共鳴。與此同時(shí),學(xué)校教育也是民俗文化更新、延續(xù)不可或缺的一個(gè)重要手段,是環(huán)環(huán)相扣的文化發(fā)展中的重要環(huán)。本研究就是在歸納和整理民俗文化教育價(jià)值的基礎(chǔ)上,通過(guò)民俗文化融入校本課程的教育實(shí)踐案例,探討民俗文化教育價(jià)值的實(shí)現(xiàn)途徑和方法。 本研究就是在闡述民俗文化的基本特征的基礎(chǔ)上,重點(diǎn)探討了民俗文化的教育價(jià)他。緒論部分主要闡釋了民俗文化的相關(guān)知識(shí),包括民俗文化的概念、歷史發(fā)展、范圍和分類(lèi)等,并闡述了民俗文化教育價(jià)值研究的背景、意義、國(guó)內(nèi)外研究綜述及研究的目的方法,為接下來(lái)的研究奠定了堅(jiān)實(shí)的基礎(chǔ)。筆者依據(jù)1982年聯(lián)合國(guó)教科文組織和世界知識(shí)產(chǎn)權(quán)組織對(duì)民俗文化的劃分形式,從民俗文化的表達(dá)形式入手,將民俗文化分為口頭表述的民俗文化、音樂(lè)方式的民俗文化、活動(dòng)方式的民俗文化和物質(zhì)形態(tài)的民俗文化,并分別探討不同形式的民俗文化的教育價(jià)值。盡管本研究的重點(diǎn)是民俗文化的教育價(jià)值,但是研究的最終落腳點(diǎn)在于民俗文化教育價(jià)值的實(shí)現(xiàn),因此,本研究的后續(xù)部分主要探討民俗文化實(shí)現(xiàn)其教育價(jià)值的途徑,包括觀(guān)念層面、外部條件和學(xué)校教育實(shí)踐三方面的舉措。并結(jié)合民俗文化融入校本課程的案例研究,以濟(jì)南市A學(xué)校開(kāi)展的民俗文化校本課程的實(shí)踐為例,展開(kāi)實(shí)地調(diào)研,分享民俗文化校本課程開(kāi)發(fā)與實(shí)施的成功經(jīng)驗(yàn),針對(duì)發(fā)展過(guò)程中的不足,提出改進(jìn)建議,以促進(jìn)民俗文化校本課程進(jìn)一步的開(kāi)發(fā)與實(shí)施。 民俗文化教育的社會(huì)意義體現(xiàn)在對(duì)一個(gè)民族文明發(fā)展和國(guó)家現(xiàn)代化進(jìn)程的貢獻(xiàn),對(duì)民俗文化教育價(jià)值的重新審視也是學(xué)校特色化教育發(fā)展的現(xiàn)實(shí)需要,也是全面推行素質(zhì)教育的重要舉措。本研究就是在重新審視民俗文化教育價(jià)值的基礎(chǔ)上,尋求民俗文化教育價(jià)值完美實(shí)現(xiàn)的途徑和方法。
[Abstract]:The memory of folklore culture for thousands of years accumulates the wisdom of human existence, represents the belief of a nation and is the standard of life of a nation. The folklore culture covers a wide range of aspects of people's material, spiritual and social life, ranging from visiting guests, table manners, and seasonal customs to old age, embodying all kinds of folklore traditions. It is the concrete embodiment of the cultural diversity of the Chinese nation. As a group culture of life, folklore has a more subtle effect on human education, which is reflected by people's attitude, language and behavior in their daily communication activities. It has a great influence on individual values and individual socialization. Folklore culture education is an indispensable part of quality education and multicultural education. The inheritance and development of folklore culture is closely related to the "recessive curriculum" in the course of curriculum development. Folklore culture education opens the window of folklore culture in the form of school education, casting people's hearts in the form of subtle imperceptibility, so that young people who are in the midst of social uproar can feel the thoughts, feelings, and ways of life of their ancestors through school education. Promote emotional resonance. At the same time, school education is also an indispensable means of folk culture renewal and an important link in the development of interlocking culture. On the basis of summarizing and arranging the value of folklore culture education, this study discusses the ways and methods of realizing the value of folklore culture education by integrating folklore culture into the educational practice of school-based curriculum. On the basis of expounding the basic characteristics of folklore culture, this study focuses on the educational value of folklore culture. The introduction mainly explains the relevant knowledge of folklore culture, including the concept, historical development, scope and classification of folklore culture, and expounds the background and significance of the study on the value of folklore culture education. Domestic and foreign research review and research methods, for the next research laid a solid foundation. According to the division of folklore culture between UNESCO and WIPO in 1982, the author divides folk culture into folk culture expressed orally, folk culture of music mode, from the expression form of folklore culture to folklore culture. Activities of folk culture and material form of folk culture, and explore the educational value of different forms of folk culture. Although the emphasis of this study is on the educational value of folklore culture, the ultimate goal of the study is to realize the educational value of folklore culture. Therefore, the follow-up part of this study mainly discusses the ways of realizing the educational value of folklore culture. Including the concept level, external conditions and school education practice three aspects of action. Combined with the case study of folklore culture integration into school-based curriculum, taking the practice of folklore culture school-based curriculum in Jinan A school as an example, the author carries out field investigation, and shares the successful experience in the development and implementation of folklore culture school-based curriculum. In order to promote the further development and implementation of the school-based curriculum of folklore culture, suggestions for improvement are put forward in view of the deficiencies in the course of development. The social significance of folk culture education is reflected in its contribution to the development of a nation's civilization and the process of national modernization, and the re-examination of the value of folklore culture education is also the realistic need of the development of special education in schools. It is also an important measure to carry out quality education in an all-round way. On the basis of re-examining the value of folk culture education, this study seeks the way and method to realize the value of folk culture education.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：K890-4
本文編號(hào)：2373420
[Abstract]:The memory of folklore culture for thousands of years accumulates the wisdom of human existence, represents the belief of a nation and is the standard of life of a nation. The folklore culture covers a wide range of aspects of people's material, spiritual and social life, ranging from visiting guests, table manners, and seasonal customs to old age, embodying all kinds of folklore traditions. It is the concrete embodiment of the cultural diversity of the Chinese nation. As a group culture of life, folklore has a more subtle effect on human education, which is reflected by people's attitude, language and behavior in their daily communication activities. It has a great influence on individual values and individual socialization. Folklore culture education is an indispensable part of quality education and multicultural education. The inheritance and development of folklore culture is closely related to the "recessive curriculum" in the course of curriculum development. Folklore culture education opens the window of folklore culture in the form of school education, casting people's hearts in the form of subtle imperceptibility, so that young people who are in the midst of social uproar can feel the thoughts, feelings, and ways of life of their ancestors through school education. Promote emotional resonance. At the same time, school education is also an indispensable means of folk culture renewal and an important link in the development of interlocking culture. On the basis of summarizing and arranging the value of folklore culture education, this study discusses the ways and methods of realizing the value of folklore culture education by integrating folklore culture into the educational practice of school-based curriculum. On the basis of expounding the basic characteristics of folklore culture, this study focuses on the educational value of folklore culture. The introduction mainly explains the relevant knowledge of folklore culture, including the concept, historical development, scope and classification of folklore culture, and expounds the background and significance of the study on the value of folklore culture education. Domestic and foreign research review and research methods, for the next research laid a solid foundation. According to the division of folklore culture between UNESCO and WIPO in 1982, the author divides folk culture into folk culture expressed orally, folk culture of music mode, from the expression form of folklore culture to folklore culture. Activities of folk culture and material form of folk culture, and explore the educational value of different forms of folk culture. Although the emphasis of this study is on the educational value of folklore culture, the ultimate goal of the study is to realize the educational value of folklore culture. Therefore, the follow-up part of this study mainly discusses the ways of realizing the educational value of folklore culture. Including the concept level, external conditions and school education practice three aspects of action. Combined with the case study of folklore culture integration into school-based curriculum, taking the practice of folklore culture school-based curriculum in Jinan A school as an example, the author carries out field investigation, and shares the successful experience in the development and implementation of folklore culture school-based curriculum. In order to promote the further development and implementation of the school-based curriculum of folklore culture, suggestions for improvement are put forward in view of the deficiencies in the course of development. The social significance of folk culture education is reflected in its contribution to the development of a nation's civilization and the process of national modernization, and the re-examination of the value of folklore culture education is also the realistic need of the development of special education in schools. It is also an important measure to carry out quality education in an all-round way. On the basis of re-examining the value of folk culture education, this study seeks the way and method to realize the value of folk culture education.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類(lèi)號(hào)】：K890-4
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 烏丙安;論當(dāng)代中國(guó)民俗文化的劇變[J];廣西民族學(xué)院學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);1996年02期
2 龍夢(mèng)晴;;民俗文化教育發(fā)展論[J];湖南師范大學(xué)教育科學(xué)學(xué)報(bào);2012年06期
3 蔣名智;民間故事與當(dāng)代兒童教育[J];華中師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);1994年02期
4 高金嶺;學(xué)校特色發(fā)展戰(zhàn)略研究——廣西師范大學(xué)附屬外國(guó)語(yǔ)學(xué)校個(gè)案分析[J];基礎(chǔ)教育研究;2002年Z2期
5 馬麗萍;;論民俗文化教育思想在學(xué)科教學(xué)中的滲透[J];遼寧教育行政學(xué)院學(xué)報(bào);2010年11期
6 吉國(guó)秀;;東北民俗文化:區(qū)域社會(huì)轉(zhuǎn)型的精神動(dòng)力[J];遼寧大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2007年05期
7 傅安輝;;周作人的民俗文化研究[J];民俗研究;1990年04期
8 蔣逸民;;現(xiàn)代文化的異化或悲劇——析西美爾對(duì)現(xiàn)代資本主義文化的診斷[J];南京大學(xué)學(xué)報(bào)(哲學(xué).人文科學(xué).社會(huì)科學(xué)版);1996年01期
9 任敏;青少年文化異化現(xiàn)象的社會(huì)學(xué)分析[J];當(dāng)代青年研究;2003年01期
10 徐波;試述教育與文化的關(guān)系[J];上海高教研究;1994年01期
相關(guān)博士學(xué)位論文 前1條
1 趙海燕;學(xué)前教育民俗文化課程研究[D];西南大學(xué);2012年
，本文編號(hào)：2373420
本文鏈接：http://sikaile.net/falvlunwen/zhishichanquanfa/2373420.html
最近更新
教材專(zhuān)著
