摘要
基于加强劳动教育、弘扬中华优秀传统文化的双重要求,该文以植物染为切入口,立足“种植—取色—染色”三大实践环节,以溆浦县两丫坪镇中心小学为实证基地,深度探析植物染实践如何实现非遗的活态传承和学生核心素养的培育。植物染的种植、取色、染色三个要素可培育学生的不同素养,学生的创新意识也可以反哺于非遗技艺的传承发展,形成了“非遗传承→提升素养→传承非遗→素养提升”的动态循环模型。研究结果证明:开展植物染实践,学生的非遗知晓率、劳动动手能力得到较大的提升,为非遗活态传承与核心素养培育的融合提供了理论和实践支撑。
Based on the dual requirements of strengthening labor education and promoting excellent traditional Chinese culture,this article takes plant dyeing as the entry point and focuses on the three practical links of"planting,coloring,and dyeing plants".Taking Liangyaping Town Central Primary School in Xupu County as the empirical base,it deeply explores how plant dyeing practice can achieve the dynamic inheritance of intangible cultural heritage and cultivate students'core literacy.The three elements of planting,coloring,and dyeing plants can cultivate students'different literacies,and students'innovative consciousness can also be fed back to the inheritance and development of intangible cultural heritage skills,forming a dynamic cycle model of"intangible cultural heritage inheritance→improving literacy→inheriting intangible cultural heritage→improving literacy".The research results have shown that carrying out plant dyeing practice has greatly improved students'awareness of intangible cultural heritage and their hands-on ability,providing theoretical and practical support for the integration of intangible cultural heritage living inheritance and core literacy cultivation.
作者
张艳香
许俊安
臧贵
ZHANG Yanxiang;XU Jun'an;ZANG Gui(Liangyaping Town Central Primary School,Xupu County,Huaihua Hunan,419312,China)
出处
《文化创新比较研究》
2025年第25期108-111,共4页
Comparative Study of Cultural Innovation
基金
2023年湖南省教育厅首届基础教育教学改革研究重点项目“通过植染三要素实践促进学生六素养提升的探索”(项目编号:Z2023069)的研究成果。
关键词
非遗活态传承
核心素养
植物染
动态循环模型
小学
劳动教育
Living transmission of intangible cultural heritage
Core competencies
Plant dyeing
Dynamic Circular Model
Primary school
Labor education
