本文選題：民俗文化　切入點(diǎn)：課程　出處：《山東師范大學(xué)》2017年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：民俗文化是中華民族的瑰寶,是傳統(tǒng)文化的重要組成部分。它是一個(gè)國(guó)家、地區(qū)或廣大民眾所共同創(chuàng)造和傳承的文化事象,滲透在人們生活中的各個(gè)領(lǐng)域,對(duì)個(gè)體的成長(zhǎng)起著教化與熏陶作用。它又是一種重要的教育資源,將其融入學(xué)校課程能夠達(dá)到促進(jìn)學(xué)生發(fā)展與豐富學(xué)校課程內(nèi)容的雙重目標(biāo),實(shí)現(xiàn)自身的順利傳承。隨著國(guó)家對(duì)傳統(tǒng)文化的重視與保護(hù),許多學(xué)校紛紛參與到傳承民俗文化的工作中。通過(guò)分析文獻(xiàn)資料并走訪調(diào)查部分地區(qū)的部分學(xué)校,發(fā)現(xiàn)當(dāng)前學(xué)校在以課程為載體傳承民俗文化時(shí)主要采用國(guó)家課程、地方課程與校本課程。傳承的民俗文化主要以課程中涉及的民俗文化及本地區(qū)的特色民俗文化為主,開(kāi)設(shè)方式為課堂教學(xué)與活動(dòng),最后以考試或成果展示作為評(píng)價(jià)方式。這些學(xué)校在實(shí)踐中取得了一定的成效,對(duì)民俗文化的傳承起到了一定的推動(dòng)作用,但他們?cè)陂_(kāi)展過(guò)程中仍存在著零散化、機(jī)械化等問(wèn)題,造成了課程間的割裂現(xiàn)象,還有不少學(xué)校對(duì)傳承民俗文化的態(tài)度漠視,從而阻礙了民俗文化在學(xué)校課程中傳承的系統(tǒng)性與全面性。本研究針對(duì)民俗文化課程的割裂與零散等現(xiàn)象,從加強(qiáng)課程融合的角度出發(fā),進(jìn)行了民俗文化課程一體化的設(shè)計(jì)。民俗文化課程一體化設(shè)計(jì)包括三層涵義,一是在整體結(jié)構(gòu)上開(kāi)展學(xué)校層面的統(tǒng)籌規(guī)劃;二是在課程內(nèi)容上實(shí)現(xiàn)橫向聯(lián)系和縱向遞進(jìn)的系統(tǒng)組織;三是在課程形式上加強(qiáng)不同時(shí)空的配合呼應(yīng)。要進(jìn)行民俗文化課程一體化的設(shè)計(jì),首先要從設(shè)計(jì)目標(biāo)和結(jié)構(gòu)方面考慮整體方案,其次要合理選擇和組織民俗文化,然后再確定民俗文化課程的合理開(kāi)設(shè)方式。民俗文化融入課程,有以民俗文化為內(nèi)容、以民俗文化為形式、民俗文化既為內(nèi)容又為形式三種基本類(lèi)型,不同學(xué)�？梢愿鶕�(jù)自己的目標(biāo)和條件靈活選擇。同時(shí),為了保障民俗文化課程一體化設(shè)計(jì)的有效落實(shí),還應(yīng)該在團(tuán)隊(duì)建設(shè)、管理機(jī)制、硬件配備、評(píng)價(jià)激勵(lì)等方面做好輔助工作。
[Abstract]:Folk culture is a treasure of the Chinese nation and an important part of traditional culture. It is a cultural phenomenon created and passed on by a country, region or the general public. It permeates every field of people's life. It is also an important educational resource, which can promote the development of students and enrich the contents of school curriculum. With the country's emphasis on and protection of traditional culture, many schools have participated in the work of inheriting folklore culture. By analyzing the literature and visiting some schools in some areas, It is found that the present school mainly adopts national curriculum, local curriculum and school-based curriculum when passing on folklore culture with curriculum as carrier. The folklore culture inherited mainly consists of the folk culture involved in the curriculum and the characteristic folklore culture of the local area. These schools have achieved certain results in practice and played a role in promoting the inheritance of folklore culture. However, there are still some problems in their development, such as fragmentation, mechanization, and so on, which have resulted in the fragmentation of curriculum, and many schools have ignored the attitude of inheriting folklore and culture. Therefore, it hinders the systematicness and comprehensiveness of folklore culture inheritance in school curriculum. This study aims at the phenomenon of fragmentation and fragmentation of folklore culture curriculum, and sets out from the angle of strengthening the integration of curriculum. The integrated design of folklore culture curriculum includes three meanings: one is to carry out the overall planning at the school level on the whole structure; The second is to realize the horizontal connection and vertical progressive systematic organization in the curriculum content, the third is to strengthen the coordination of different time and space in the curriculum form. The design of the integration of folklore culture curriculum should be carried out. First of all, we should consider the overall plan from the aspects of design objectives and structure, and secondly, we should choose and organize folklore culture reasonably, and then determine the reasonable way of offering folklore culture curriculum. Folklore culture is integrated into the curriculum and has folklore culture as its content. In the form of folklore culture, folklore culture is the content and form of three basic types. Different schools can choose flexibly according to their own goals and conditions. At the same time, in order to ensure the effective implementation of the integrated design of folklore culture curriculum, We should also do a good job in team building, management mechanism, hardware equipment, evaluation incentives and so on.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G632.3

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