从“悬浮”走向“融合”:县域职校传承创新民族文化的底层逻辑重塑

From“Suspension”to“Fusion”:The Bottom Logic Reconstruction of Inheriting and Innovating National Culture in the County Vocational Schools

县域职校传承创新民族文化理应型构一种互嵌共生的动态过程,这不仅有助于提升民族文化的内在生产力,而且能够助推县域职校的特色发展。在实践场域,县域职校传承创新民族文化演绎出两种差异化的嵌入逻辑:“博物馆式”的占有与展示以及“工作坊式”的传承与创新。因循不同的嵌入逻辑,县域职校传承创新民族文化又生发三种不同的嵌入形态:“悬浮式”“定点式”以及“融合式”。要构建县域职校与民族文化互嵌共生的实践生态,需要分层制定民族文化人才培养目标、建设民族文化特色专业课程体系、实施民族文化立体课堂模式以及多向发力保障民族文化有机嵌入。

The inheritance of nationalculture in the county vocational schools should be an interactive process of mutual embedding and symbiosis.This interactive embedding and symbiosis would not only increase the intrinsic productivity of the national culture,but also promote the development of the characteristics of county vocational schools.In practice,the county vocational schools generally follow two different embedding modes.One is the“museum”style of possession and display and the other is“workshop”style of inheritance and innovation.In the two different modes,there are three different embedding forms:suspended,designated or integrated.To construct the practical ecology ofthe mutual embedding and symbiosis of ethnic county vocational schools and national culture,it is necessary for the county vocational schools to formulate the goal of cultivating talents embedded in national culture,to construct the curriculum system of national culture characteristics,to implement the three-dimensional classroom model of national culture and to spare no efforts to ensurethe intrinsic embedding of national culture.