论文部分内容阅读
2017年初,中共中央办公厅、国务院办公厅印发了《关于实施中华优秀传统文化传承发展工程的意见》(以下简称《意见》),强调优秀传统文化对于增强国家文化软实力、实现民族伟大复兴的中国梦起着基础、深沉、持久的作用;而少数民族文化作为中华优秀传统文化的重要组成部分,其文化自觉与文化自信应在不断的继承、转化、运用中得到强化和发展。《意见》中的这些阐述,激发了笔者对高职学前教育专业《幼儿园游戏》课程与少数民族传统文化,特别是少数民族民间故事之间的转化和运用有了新的思考、探索和实践。优秀少数民族民间故事大多为传说、神话和童话,是很多传统节日、传统习俗的来源,是少数民族文化的源头,而核心形象又是一个故事的文化承载。少数民族民间故事本身内涵丰富情节跌宕起伏,故事中的核心形象个性鲜明生动,非常适合《幼儿园游戏》课程中的教学内容。此外,学生还能在学习的过程中,体会民族文化,感受民族文化符号,掌握在幼儿园教学中转化与运用优秀民族民间故事的范式。
In early 2017, the CPC Central Committee General Office and the General Office of the State Council issued the Opinions on Implementing the Project of Inheriting and Developing Chinese Excellent Traditional Culture (hereinafter referred to as “Opinions”), emphasizing the importance of excellent traditional culture to enhance the national cultural soft power and realize the great rejuvenation of the nation The Chinese dream plays a fundamental, profound and lasting role. As an important part of the outstanding Chinese traditional culture, the minority culture should have its cultural awareness and cultural self-confidence strengthened and developed through continuous inheritance, transformation and application. These expositions in “Opinion” have stimulated new thinking, exploration and practice of the transformation and application of “kindergarten game” curriculum of pre-primary education in higher vocational education and the traditional culture of ethnic minorities, especially the folk tales of ethnic minorities. Most outstanding minority folk stories are legends, myths and fairy tales. They are the source of many traditional festivals and traditions and are the source of ethnic cultures. The core image is also the cultural bearing of a story. The folk story of ethnic minority itself is rich in plot ups and downs. The core image in the story is distinctive and vivid, which is very suitable for the teaching content in the course of “Kindergarten Games”. In addition, students can also experience the national culture and feel the symbols of national culture in the process of learning, master the paradigm of transforming and using outstanding national folk stories in kindergarten teaching.