本文選題：苗族刺繡 + 學(xué)校教育��； 參考：《西南大學(xué)》2017年碩士論文

【摘要】：苗族刺繡作為一種傳統(tǒng)民間工藝和非物質(zhì)文化遺產(chǎn),其自身蘊(yùn)含著豐富的文化內(nèi)涵和教育價(jià)值,苗族刺繡是苗族服飾文化的一部分。所有的文化都是以一定的經(jīng)濟(jì)基礎(chǔ)為依托,任何政治制度、社會(huì)組織、生活方式都是建立在一定的經(jīng)濟(jì)基礎(chǔ)之上的,文化現(xiàn)象也不例外,文化是由經(jīng)濟(jì)所決定的。隨著信息時(shí)代的發(fā)展,傳統(tǒng)手工業(yè)受到嚴(yán)峻的挑戰(zhàn),在現(xiàn)代市場(chǎng)經(jīng)濟(jì)沖擊下步履維艱并正在逐漸流失,苗繡也并沒有幸免于難。傳統(tǒng)的家庭、社區(qū)傳承模式受到了嚴(yán)峻的挑戰(zhàn),學(xué)校教育開始作為一種具有強(qiáng)大優(yōu)勢(shì)的傳承方式存在�；趯�(duì)國(guó)家以“民族文化進(jìn)校園”為載體的民族地區(qū)文化資源的教育轉(zhuǎn)換的關(guān)注,在考察過程中發(fā)現(xiàn)苗族地區(qū)苗族刺繡具有傳承歷史文化的價(jià)值、美育價(jià)值、智力和非智力因素的價(jià)值,這些價(jià)值與義務(wù)教育階段所提倡的素質(zhì)教育不謀而合,因此,苗族刺繡也就走進(jìn)校園、走進(jìn)課堂。但經(jīng)過田野調(diào)查和問卷訪談發(fā)現(xiàn)其在學(xué)校傳承過程中遇到不少問題,這些問題集中表現(xiàn)在苗繡課程之中。苗族刺繡在學(xué)校中遇到的困境是什么?產(chǎn)生這些困境的原因又有哪些方面?我們?nèi)绾瓮ㄟ^建構(gòu)課堂解決這些困境?本研究希望通過回答這些問題來得以完善苗族刺繡在學(xué)校教育中的傳承方式,使苗族刺繡得以發(fā)展。因此本研究以貴州凱里舟溪逸夫中學(xué)為考察點(diǎn),借鑒對(duì)比蘇州鎮(zhèn)湖實(shí)驗(yàn)小學(xué),綜合運(yùn)用比較法、因素分析法、田野考察法、文獻(xiàn)法,對(duì)苗族刺繡在學(xué)校教育中的問題進(jìn)行分析探討,以建構(gòu)主義學(xué)習(xí)理論為支撐構(gòu)建苗族刺繡課堂。經(jīng)過實(shí)地田野考察發(fā)現(xiàn),貴州凱里舟溪逸夫中學(xué)身為民族文化項(xiàng)目學(xué)校,充分利用本地區(qū)豐富的民族文化資源,將苗族刺繡進(jìn)行教育轉(zhuǎn)換并融入課堂。但在具體實(shí)施過程中,在教學(xué)目標(biāo)、教學(xué)形式、教學(xué)內(nèi)容、教學(xué)實(shí)施情境、教學(xué)評(píng)價(jià)體系以及教師和學(xué)生意識(shí)等方面存在諸多問題。其中教學(xué)目標(biāo)方面,其教學(xué)目標(biāo)實(shí)施的科學(xué)性不強(qiáng);教學(xué)形式的設(shè)置有待進(jìn)一步完善;苗族刺繡課程內(nèi)容呈現(xiàn)的不夠完整,碎片化較為嚴(yán)重;教學(xué)實(shí)施缺乏相對(duì)應(yīng)的情境性,沒有合理的利用社區(qū)和家庭資源;教學(xué)評(píng)價(jià)體系有待進(jìn)一步的完善;教師及學(xué)生的傳承優(yōu)秀民族文化傳統(tǒng)的意識(shí)亟待提高。研究中發(fā)現(xiàn),利用建構(gòu)主義構(gòu)建改善學(xué)校教育傳承苗族刺繡的課堂應(yīng)從以下幾個(gè)方面入手:第一,以知識(shí)建構(gòu)為導(dǎo)向,明確教學(xué)目標(biāo);第二,分析學(xué)生特征,創(chuàng)建教學(xué)情境;第三,注重教師和學(xué)生意識(shí)素養(yǎng)養(yǎng)成;第四,完善課程評(píng)價(jià)體系。
[Abstract]:As a traditional folk craft and intangible cultural heritage, Miao embroidery contains rich cultural connotation and educational value. It is a part of Miao costume culture. All cultures are based on a certain economic foundation, and any political system, social organization and way of life are based on a certain economic foundation, and cultural phenomena are no exception. Culture is determined by economy. With the development of the information age, the traditional handicraft industry is faced with severe challenges. It is difficult and gradually losing under the impact of the modern market economy, and Miao embroidery has not been spared. Traditional family, community inheritance model has been a severe challenge, school education began to exist as a strong advantage of inheritance. Based on the attention paid to the educational transformation of the cultural resources in the minority areas with the national culture coming into the campus as the carrier, it is found that the embroidery of the Miao nationality in the Miao nationality area has the value of inheriting the historical culture and the value of aesthetic education. The value of intelligence and non-intelligence factors coincides with the quality education advocated in compulsory education stage. Therefore, Miao embroidery also goes into the campus and the classroom. However, through field investigation and questionnaire interviews, we find that there are many problems in the process of school inheritance, which are concentrated in the Miao embroidery course. What is the predicament of the Miao embroidery in the school? What are the reasons for these difficulties? How can we solve these dilemmas by constructing a classroom? This study hopes to improve the inheritance of Miao embroidery in school education by answering these questions, so that Miao embroidery can develop. Therefore, this study takes Yifu Middle School in Kaili Zhouxi, Guizhou Province as the inspection point, and draws lessons from the comparison of Suzhou Zhenhu Experimental Primary School, and comprehensively applies comparative method, factor analysis method, field investigation method, literature method, etc. This paper analyzes and discusses the problems of Miao embroidery in school education, and constructs the Miao embroidery classroom based on constructivism learning theory. Through field investigation, it is found that as a national culture project school, Guizhou Kaili Zhouxi Yifu Middle School makes full use of the rich national cultural resources in this area to transform the Miao embroidery into education and integrate it into the classroom. However, in the process of implementation, there are many problems in teaching objectives, teaching form, teaching content, teaching implementation situation, teaching evaluation system, teachers' and students' consciousness and so on. In terms of teaching objectives, the implementation of the teaching objectives is not scientific; the teaching form needs to be further improved; the Miao embroidery curriculum content is not complete, fragmentation is more serious; the implementation of teaching lacks the corresponding situational, There is no reasonable use of community and family resources; the teaching evaluation system needs to be further improved; teachers and students' awareness of inheriting outstanding national cultural traditions needs to be improved. It is found that the use of constructivism to construct the classroom to improve the inheritance of Miao embroidery in school education should be started from the following aspects: first, taking the knowledge construction as the guide, defining the teaching goal, second, analyzing the students' characteristics and creating the teaching situation; Third, pay attention to teachers and students consciousness cultivation; fourth, improve the curriculum evaluation system.
【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】：2017
【分類號(hào)】：G633.955

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