【摘要】：自2004年中國加入聯(lián)合國教科文組織通過的《保護(hù)非物質(zhì)文化遺產(chǎn)公約》以來,中國大學(xué)非遺傳承實(shí)踐已有十余年的歷史。以傳承實(shí)踐的主體為線索,大致經(jīng)歷了三個(gè)階段:以教師為主體、課堂傳承為核心的理論準(zhǔn)備階段;以學(xué)生為主體、校園傳承為核心的多點(diǎn)發(fā)展階段;以學(xué)科為主體、社會(huì)傳承為核心的文化服務(wù)階段。相應(yīng)地,就實(shí)踐形態(tài)而言,中國大學(xué)非遺傳承可以分為三大類:非遺文獻(xiàn)的知識(shí)形態(tài)、非遺組織的社團(tuán)形態(tài)和非遺調(diào)查的田野形態(tài),這些形態(tài)表征了一個(gè)總趨勢(shì):中國大學(xué)正逐漸成為政府主導(dǎo)下的非遺保護(hù)與傳承的重要協(xié)助力量。不足之處在于,因?yàn)榉沁z概念不準(zhǔn)確、國家名錄體系不周嚴(yán)、非遺文獻(xiàn)的知識(shí)性傳承基礎(chǔ)弱,導(dǎo)致整個(gè)傳承實(shí)踐的雜糅化與符號(hào)化。
[Abstract]:Since China joined the "Convention on the Protection of Intangible Cultural Heritage" adopted by UNESCO in 2004, it has been more than ten years since the practice of non-heritage inheritance in Chinese universities. Taking the subject of inheritance practice as the clue, there are three stages: the theoretical preparation stage with teachers as the main body and the classroom inheritance as the core; the multi-point development stage with the students as the main body and the campus inheritance as the core; the discipline as the main body. Social inheritance as the core stage of cultural service. Accordingly, as far as the practical form is concerned, the non-inheritance of Chinese universities can be divided into three categories: the knowledge form of non-legacy literature, the form of association of non-posthumous organizations and the field form of non-posthumous investigation. These patterns represent a general trend: Chinese universities are gradually becoming an important helping force for the protection and inheritance of non-legacy under the leadership of the government. The deficiency lies in the fact that the concept of non-legacy is inaccurate, the national directory system is not strict, and the knowledge inheritance foundation of non-heritage literature is weak, which leads to the amalgamation and symbolization of the whole inheritance practice.
【作者單位】： 華中師范大學(xué)文學(xué)院;
【分類號(hào)】：G641;G122-4
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本文編號(hào)：2288735