论学校传承民俗文化的教育立场

School education and inheritance of folklore

近年来,民俗文化成为人们在理论和实践领域共同关注的热点。学校作为民俗文化的重要传承机构,已经在传承民俗文化方面进行了多方面的尝试。但是已有学校民俗文化实践的传承性倾向突出,出现了主客错位、本末倒置、脱离生活等问题,在一定程度上背离了学校的育人本质,导致民俗文化传承与学生身心发展的双重低效。对此,学校需要从教育立场出发深入挖掘民俗文化的教育价值,明确民俗文化的"教育性"才是学校传承民俗文化的逻辑起点,同时要为学生创设一种蕴含丰富意义的民俗文化生活情境,让学生在践行民俗文化的过程中实现自我成长。

As folklore has become increasingly popular with academic researchers,schools have attempted to act as a significant institution to inherit the folklore in varied aspects.However,the attempts fail because school education and the traditional culture fall into differed categories respectively.Therefore,schools need to clarify their own identities and genuine values or educational essence of traditional culture fit for inheriting as the logical starting point.In addition,we should create a rich sense of folklore for students to achieve self-growth.