本文選題：民族文化 + 代際傳承　； 參考：《貴州民族研究》2017年09期

【摘要】：民族社會變遷導(dǎo)致少數(shù)民族傳統(tǒng)文化傳承語境的解構(gòu),學(xué)校教育隨之成為民族文化代際傳承的主要方式,但由于傳統(tǒng)教育理念、應(yīng)試教育評價機制、大眾化教育目標(biāo)和學(xué)校教育策略方面的原因,學(xué)校教育并未能完全承擔(dān)起民族文化傳承的重?fù)?dān),使民族文化面臨"代際斷裂"的危機。雖然學(xué)校教育不是造成民族文化代際傳承問題的根源,但可以從教育理念、目標(biāo)與評價、課程設(shè)置與教學(xué)實踐等方面切入民族傳統(tǒng)文化來實現(xiàn)民族文化代際斷裂的教育應(yīng)對。
[Abstract]:The change of national society leads to the deconstruction of the context of minority traditional culture inheritance, and school education becomes the main way to inherit national culture from generation to generation. However, due to the traditional educational concept, the evaluation mechanism of examination-oriented education is needed. For the reasons of the goal of mass education and the strategy of school education, school education has not fully shouldered the burden of national culture inheritance, which makes national culture face the crisis of "intergenerational rupture". Although school education is not the root of the problem of the inheritance of national culture, it can be cut into the national traditional culture from the aspects of educational idea, goal and evaluation, curriculum arrangement and teaching practice to realize the educational response of the intergenerational break of national culture.
【作者單位】： 北京師范大學(xué)珠海分校教育學(xué)院;
【分類號】：G751

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