本文關(guān)鍵詞： 傈僳族傳統(tǒng)歌舞文化 民族文化傳承 學(xué)校教育有限性　出處：《西南大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：民族傳統(tǒng)文化的保護(hù)與傳承是當(dāng)前我們所面臨著的一個(gè)重大問題。傈僳族是騰沖縣的一個(gè)世居少數(shù)民族,由于歷史、地理環(huán)境等各方面的原因,其民族傳統(tǒng)文化保存相對(duì)比較完整。然而隨著經(jīng)濟(jì)的全球化、社會(huì)的現(xiàn)代化發(fā)展,其文化也受到了很大的沖擊。在國家提倡民族文化進(jìn)校園的背景之下,該區(qū)學(xué)校把各種各樣的民族傳統(tǒng)文化引入了學(xué)校,試圖通過學(xué)校教育來傳承。 傈僳族是一個(gè)能歌善舞的民族,歌舞是其文化的精髓,在民族文化進(jìn)校園的背景下,傈僳族歌舞文化進(jìn)校園也就是理所當(dāng)然的。然而現(xiàn)實(shí)教育中,學(xué)校教育傳承傈僳族傳統(tǒng)歌舞文化的做法主要是根據(jù)上級(jí)的相關(guān)要求,為了表演、比賽而臨時(shí)組織學(xué)生排練,平時(shí)的教學(xué)中很少涉及到民族歌舞方面的東西。這僅僅是在走過場(chǎng),僅僅是在應(yīng)付。這不得不讓人產(chǎn)生疑問：他們唱的是什么、跳的又是什么?這能夠稱作是傈僳族歌舞文化嗎?進(jìn)一步說,這能夠稱作是傈僳族歌舞文化的傳承嗎? 教育不僅擔(dān)負(fù)著傳播科學(xué)知識(shí)的任務(wù),而且還要傳播文化。尤其是在當(dāng)前落后民族地區(qū)民族傳統(tǒng)文化受到了來自于國內(nèi)外各方面的沖擊的情況下,學(xué)校教育作為一種主要的教育形式理應(yīng)在民族傳統(tǒng)文化的保護(hù)與傳承中發(fā)揮應(yīng)有的作用。然而學(xué)校教育的有限性和傈僳族傳統(tǒng)歌舞文化的性質(zhì)決定了學(xué)校教育在傳承傈僳族傳統(tǒng)歌舞文化的過程中面臨著諸多的困境。首先,由于學(xué)校是一種特殊的機(jī)構(gòu),其時(shí)空的有限性把學(xué)校教育和一般的日常生活區(qū)分開來,而傈僳族歌舞源于現(xiàn)實(shí)生活,大部分歌舞和人們的現(xiàn)實(shí)生活分不開,學(xué)校場(chǎng)域和現(xiàn)實(shí)生活場(chǎng)域的差異性使得很多歌舞無法通過學(xué)校教育的方式來傳承。其次,由于學(xué)校教育的特殊性,在學(xué)校教育中所傳授的主要是一些間接的科學(xué)文化知識(shí),主要是為學(xué)生的進(jìn)一步發(fā)展打基礎(chǔ),傈僳族傳統(tǒng)歌舞文化的形式?jīng)Q定了其在學(xué)校教育中的傳承具有一定的有限性。最后,大部分傈僳族歌舞具有濃厚的宗教色彩,而學(xué)校教育是排斥宗教、提倡無神論的,這又使得傈僳族傳統(tǒng)歌舞文化在學(xué)校教育中的傳承面臨著一定的困境。鑒于此,我們必須進(jìn)行深入的研究,在把傈僳族傳統(tǒng)歌舞文化引進(jìn)校園之前必須慎重考慮什么樣的文化可以、適合拿到學(xué)校傳承,什么樣的文化應(yīng)該通過其他途徑來傳承,什么樣的文化應(yīng)該拿到博物館保存起來……其他一些少數(shù)民族傳統(tǒng)文化的傳承也如此,唯有通過這樣的選擇才能夠突破困境,才能夠促進(jìn)民族地區(qū)教育的發(fā)展與文化的傳承,進(jìn)而縮小社會(huì)差距,實(shí)現(xiàn)社會(huì)的和諧穩(wěn)定與發(fā)展。
[Abstract]:The protection and inheritance of national traditional culture is a major problem we are facing at present. Lisu is an ethnic minority in Tengchong County, due to various reasons, such as history, geographical environment, etc. Its traditional culture is relatively intact. However, with the globalization of economy and the modernization of society, its culture has also been greatly impacted. Schools in the area introduced various traditional national cultures into schools, trying to pass on them through school education. Lisu is a nation that can sing and dance, and singing and dancing is the essence of its culture. Under the background of national culture entering the campus, it is natural for Lisu to enter the campus. However, in practical education, School education to inherit the Lisu traditional music and dance culture is mainly based on the related requirements of the superiors, in order to perform, competition and temporary organization of student rehearsals. There is very little reference to folk songs and dances in normal teaching. This is only a matter of formality, just dealing with it. This has to raise the question: what are they singing and dancing? Can this be called Lisu music and dance culture? Further, can this be called the inheritance of Lisu music and dance culture? Education not only undertakes the task of disseminating scientific knowledge, but also disseminates culture. School education, as a major form of education, should play its due role in the protection and inheritance of national traditional culture. However, the limitation of school education and the nature of Lisu traditional music and dance culture determine the nature of school education. In the process of inheriting Lisu traditional song and dance culture, there are many difficulties. First of all, Because school is a special institution, the limitation of its time and space distinguishes school education from ordinary daily life, while Lisu music and dance originate from real life, and most songs and dances are inseparable from people's real life. Because of the difference between school field and real life field, many songs and dances cannot be passed on through school education. Secondly, because of the particularity of school education, what is taught in school education is mainly some indirect scientific and cultural knowledge. It is mainly to lay the foundation for the further development of the students. The form of the Lisu traditional singing and dancing culture determines that its inheritance in school education is limited to a certain extent. Finally, most Lisu songs and dances have a strong religious color. However, school education is exclusive of religion and advocates atheism, which in turn makes the inheritance of Lisu traditional song and dance culture in school education face certain difficulties. In view of this, we must carry out in-depth research. Before introducing the Lisu traditional singing and dancing culture into the campus, we must carefully consider what culture can be passed on, suitable for school inheritance, and what kind of culture should be passed on through other channels. What kind of culture should be preserved in the museum. So is the inheritance of the traditional culture of some other minority nationalities. Only through such a choice can we break through the predicament and promote the development of education and cultural heritage in ethnic areas. Then narrow the social gap, achieve social harmony, stability and development.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：J722.22-4;J607-4

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