Research On The Current Situation And Optimization Path Of Intangible Cultural Heritage Education In Primary Schools In Tujia Area ——Take Zhangjiajie T Primary School As An Example

As an important part of the excellent culture of the Chinese nation,intangible cultural heritage condenses the rich spiritual meaning of all ethnic groups and it has the greatly inherited value.The Intangible Cultural Heritage Law of the People’s Republic of China promulgated in 2011,it is clearly proposed for the first time that schools at all levels and all types should carry out intangible cultural heritage education.Primary school is the starting point of school education,the key period for the formation of personal values,and the best period for cultivating the identity of intangible cultural heritage.Tujia area,as an ethnic area which has unique advantages in intangible cultural heritage resources.Carrying out intangible cultural heritage education in primary schools in Tujia minority areas can enhance students’ sense of identity and belonging to their own culture,and realize the inheritance and development of their own culture.Meanwhile,it also provides an effective way for Tujia regional schools to seek characteristic school running and improve self-development.So,how about the development of intangible cultural heritage education in primary schools in Tujia area? What results have been achieved? What problems have you encountered in the process of intangible cultural heritage education? How to solve these problems?Based on the above thinking,this paper takes Zhangjiajie T primary school as a case to study the current situation and optimization path of intangible cultural heritage education in primary schools in Tujia area.Firstly,through the method of literature research,based on the theory of cultural consciousness and from three perspectives of cultural identity,cultural self-confidence and cultural innovation,this paper discusses the value of intangible cultural heritage education in Tujia primary schools,and defines the importance and necessity of developing intangible cultural heritage education.Secondly,starting from exploring the current situation of intangible cultural heritage education in primary schools in Tujia area,taking T primary school in Zhangjiajie as the case study object,this paper explores the implementation background of intangible cultural heritage education in this school through literature research and interview.Through field visits,questionnaires and face-to-face interviews,we investigated the teachers and students,school leaders and students’ parents of Zhangjiajie T primary school to have an in-depth understanding of the development of intangible cultural heritage education in Zhangjiajie T primary school.Based on the survey results,it is concluded that the school has integrated intangible cultural heritage culture into campus culture,curriculum resources,extracurricular activities and teaching research.Through the development of intangible cultural heritage education and teaching activities,students have deepened their understanding of their ethnic culture,enhanced their sense of inheritance and cultural identity,promoted students’ all-round development,improved students’ cultural self-confidence,and further highlighted the school brand.However,while the school has achieved results,there are also some problems,which are as follows: the professionalism of teachers are not enough,and the educational force is weak;Insufficient development of curriculum resources and low penetration of class teaching;Incomplete extracurricular activities and lack of extracurricular activities;the degree of home-school cooperation is not high,and parents pay less attention to it.The main reasons are: Insufficient cognition of the main body of intangible cultural heritage education inheritance,insufficient utilization of relevant resources,lack of relevant guarantee mechanism,affected by exam oriented education,etc.In view of the problems in the process of intangible cultural heritage education in T primary school in Zhangjiajie,combined with the actual development of primary schools in Tujia area,this paper puts forward the optimization path of improving the level of intangible cultural heritage education teachers,perfecting the curriculum system of intangible cultural heritage education,broadening the carrier and platform of intangible cultural heritage education,and perfecting the external guarantee mechanism of intangible cultural heritage education.Based on the above analysis and thinking,I hope to improve the intangible cultural heritage education in primary schools in Tujia areas,further protect and inherit the excellent traditional culture of Tujia.At the same time,we hope that the author’s research can provide reference for the intangible cultural heritage education in primary schools in other ethnic areas.