Reserach On School-based Curriculum Development Based On The Inheritance Of Intangible Cultural Heritage In The Elementary School

With the acceleration of globalization and modernization,the living space for intangible cultural heritage has increasingly been exposed and squeezed,and many intangible cultural heritages that rely on oral teaching that inspires true understanding within are facing the silence of the older artists and are facing of the danger of dying out.Since 2003,UNESCO promulgated the "Convention on the Protection of Intangible Cultural Heritage",countries around the world have triggered off a wave of the protection and transmission of intangible cultural heritage.Since the party's eighteenth,the party Central Committee with Comrade Xi Jinping as the core has attached great importance to the historical inheritance and innovation and development of the excellent Chinese traditional culture,advocated strengthening the Chinese traditional culture and education,and fully carried out the excellent Chinese traditional culture in the primary and secondary schools to enter the textbooks and into the campus.Classroom,brain work.Undoubtedly,the young generation is not only an intangible party's participant,enjoy,but also a successor.Intangible cultural heritage,as created by human beings in long-term production and living practices,is the crystallization of human civilization and wisdom.It is a core component of Chinese excellent traditional culture after value measurement and screening,and it contains a wealth of instructive value.Incorporate modern education system to nourish the development of contemporary students.As the essence of the school system of meaning,curriculum is a concentrated embodiment of formal schooling.The school-based curriculum also carries the value of local and school education.The reform of the three-level curriculum management system in China provides a good opportunity for non-material cultural heritage to enter schools,enter classrooms and enter course.It can be said that the progress of the intangible cultural heritage school-based curriculum not only provides a broad space for the in-depth development of school-based curriculum,but also indicates the direction for the intangible “living” heritage.In view of this,the author takes the combination of experience-level exploration and theoretical-level questioning to explore the current situation,problems,and countermeasures of contemporary intangible cultural heritage school-based curriculum development.First of all,the introductory part introduces the background of the research,the definition of the key word,the situation of the related research,the research ideas,research methods,the difficulties and innovations of this research.The first part,starting from the ontology and tool theory of philosophy,systematically discusses the value of "intangible" curriculum,and clarifies the possibility and necessity of "inheriting" into the campus,into the classroom,and into the curriculum.First of all,as a course as a course or curriculum element,the non-leftover course enters the school-based curriculum,converts its cultural value into a value for education,influences and promotes the development of children's multi-faceted literacy,and concretely expresses the three dimensions of truth,goodness,and beauty.Secondly,intangibles can also be used as a wants to highlight the value of the curriculum.On the one hand,it can activate the “homegrown” charm of the school-based curriculum.On the other hand,it assists in the promotion of intangible living heritage.The second part is a good example study.Through the investigation of the current situation of the development and implementation of the school-based curriculum of the Y elementary school in Chongqing,a systematic overview of the development of the school-based curriculum for the Y elementary school plays is presented.The third part,combining with the development practice of the school-based curriculum of the Sichuan Opera in Y Primary School,this paper expounds the difficulties and causes of the current school-based curriculum development of intangible cultural heritage.The development of school-based curriculum of intangible cultural heritage pays more attention to the artistic value and ethical and moral value of intangible cultural heritage in the curriculum objectives,resulting in the decline of the value of the intangible cultural heritage rational curriculum;In the course content,the surface of the cultural connotation is involved,and the professor is more of a superficial,shallow,and static cultural fragment.In the implementation of the curriculum,the tool rationalism is the beginning;in the curriculum evaluation process,the intangible cultural heritage school-based curriculum development dissimilation is the tool of the school running characteristics,and the utility is higher than the value of the curriculum.The fourth part,combating the deepening path of school-based curriculum development of intangible cultural heritage.First,at the curriculum value level,the cultural value of “intangible” is transformed into the value of education;at the level of curriculum content,children's life situations are integrated,and the intangible cultural heritage is inherited from the outside to the internal cultural resonance.In the implementation of the curriculum,we give attention to coexistence with the cultural field of the community;Finally,at the course evaluation level,pay attention to the diversity of evaluation content,methods,and subjects.The fifth part,discussing the protection mechanism of school-based curriculum development of intangible cultural heritage from the three levels of government,community and school.