在全球化背景下,传统国际化模式过于依赖人员跨境流动,导致高等教育资源分配不均。对此,“在地国际化”成为一种新的战略选择。在这一背景下,非物质文化遗产的传播显得尤为重要。本文以茶文化为例,探讨了非遗文化在“在地国际化”背景...在全球化背景下,传统国际化模式过于依赖人员跨境流动,导致高等教育资源分配不均。对此,“在地国际化”成为一种新的战略选择。在这一背景下,非物质文化遗产的传播显得尤为重要。本文以茶文化为例,探讨了非遗文化在“在地国际化”背景下的传播路径,分析了当前非遗文化面临的困境,如传统文化对新媒体传播形式的适应性不足、兼具技术操作与内容生产的人才稀缺等问题。本文提出三大策略:将非遗文化融入在地国际化教育、现代信息技术赋能以及强化实践和体验活动,以促进非遗文化传播,增强文化自信并提升教育质量。In the context of globalization, traditional internationalization models overly rely on cross-border mobility, leading to an unequal distribution of higher education resources. As a response, “glocalization” has emerged as a new strategic choice. In this context, the dissemination of intangible cultural heritage (ICH) becomes particularly significant. Using tea culture as a case study, this paper explores the dissemination paths of ICH under the framework of “glocalization” and analyzes current challenges faced by ICH, such as the limited adaptability of traditional culture to new media formats and the shortage of talent skilled in both technical operations and content creation. The paper identifies three main strategies: incorporating ICH into glocalized education, empowering dissemination through modern information technologies, and enhancing practical and experiential activities. These strategies aim to promote the dissemination of ICH, strengthen cultural confidence, and improve the quality of education.展开更多
文摘在全球化背景下,传统国际化模式过于依赖人员跨境流动,导致高等教育资源分配不均。对此,“在地国际化”成为一种新的战略选择。在这一背景下,非物质文化遗产的传播显得尤为重要。本文以茶文化为例,探讨了非遗文化在“在地国际化”背景下的传播路径,分析了当前非遗文化面临的困境,如传统文化对新媒体传播形式的适应性不足、兼具技术操作与内容生产的人才稀缺等问题。本文提出三大策略:将非遗文化融入在地国际化教育、现代信息技术赋能以及强化实践和体验活动,以促进非遗文化传播,增强文化自信并提升教育质量。In the context of globalization, traditional internationalization models overly rely on cross-border mobility, leading to an unequal distribution of higher education resources. As a response, “glocalization” has emerged as a new strategic choice. In this context, the dissemination of intangible cultural heritage (ICH) becomes particularly significant. Using tea culture as a case study, this paper explores the dissemination paths of ICH under the framework of “glocalization” and analyzes current challenges faced by ICH, such as the limited adaptability of traditional culture to new media formats and the shortage of talent skilled in both technical operations and content creation. The paper identifies three main strategies: incorporating ICH into glocalized education, empowering dissemination through modern information technologies, and enhancing practical and experiential activities. These strategies aim to promote the dissemination of ICH, strengthen cultural confidence, and improve the quality of education.
