协同创新视域下广西非遗传承人才培养与职业教育融合发展的驱动机制研究
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摘要
文章运用文献分析法、专家问卷法等方法,经过因素筛选,最终确定了协同创新视域下影响广西非遗传承人才培养与职业教育融合发展的22项因素。以系统动力学、"推-拉"等相关理论为指导,辨析不同驱动因素之间的作用关系,将广西非遗传承人才培养与职业教育融合发展的动力系统分为推力、拉力、支持、中介四个子系统,通过辨析各子系统之间的作用机理,最终得出广西非遗传承人才培养与职业教育融合发展的驱动机制模型。
This paper uses literature analysis method,expert questionnaire method,brainstorming method and other methods.After two rounds of screening,it finally determines the 22 driving factors that affect the integration of talent cultivation and vocational education in Guangxi intangible cultural heritage.Guided by related theories such as system dynamics and"push-pull",this paper analyzes the relationship between different driving factors,and divides the dynamic system of the integration of talent cultivation and vocational education in Guangxi into thrust,pull,support and inter-media subsystem.The four sub-systems are intermediaries,and the mechanism of action between subsystems is discriminated.The driving mechanism model of the integration of talent cultivation and vocational education inherited from intangible cultural heritage in Guangxi is obtained.
This paper uses literature analysis method,expert questionnaire method,brainstorming method and other methods.After two rounds of screening,it finally determines the 22 driving factors that affect the integration of talent cultivation and vocational education in Guangxi intangible cultural heritage.Guided by related theories such as system dynamics and"push-pull",this paper analyzes the relationship between different driving factors,and divides the dynamic system of the integration of talent cultivation and vocational education in Guangxi into thrust,pull,support and inter-media subsystem.The four sub-systems are intermediaries,and the mechanism of action between subsystems is discriminated.The driving mechanism model of the integration of talent cultivation and vocational education inherited from intangible cultural heritage in Guangxi is obtained.
引文
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[8]李莉,邵勤,余金保.论职业教育在景德镇陶瓷非物质文化遗产传承中的作用[J].职教论坛,2013(29):20-21.
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[10]陈思琦,李雨竹.非物质文化遗产教育传承“PDCD”模式初探[J].中华文化论坛,2018(4):124-128.
[11]李卫英.系统耦合视角下非物质文化遗产学校教育传承的机制研究[J].民族教育研究,2017,28(3):107-112.
[12]李卫英.非物质文化遗产的学校教育传承路径探析——以贵州省民族民间文化进校园活动为例[J].湖南师范大学教育科学学报,2014,13(4):44-48.
[13]陈炜,李军辉.少数民族特色村寨非物质文化遗产传承的驱动机制研究[J].广西民族研究,2017(4):124-131.
[2]Denes A,Koanantakool P C,Davis P,et al.Critical reflections on safeguarding culture:the intangible cultural heritage and museums field school in Lamphun,Thailand[J].Heritage &Society,2013,6(1):23-24.
[3]Katsouli E F,Katsouli E F,Katsouli E F,et al.Innovative technologies for intangible cultural heritage education and preservation:the case of i-Treasures[J].Personal &Ubiquitous Computing,2017,21(2):1-13.
[4]孙凡.教育传承:关于开设《中国口头及非物质文化遗产代表作》课程的建议[J].黄钟(中国.武汉音乐学院学报),2007(1):205-209.
[5]李香贵,杨惠英,朱昌渝.非物质文化遗产传承应从娃娃抓起——成都市成华区幼儿民族文化教育的探索与实践[J].中华文化论坛,2010(3):152-155.
[6]张学敏,王爱青.中小学教育传承民族非物质文化遗产问题探微[J].民族教育研究,2009,20(4):64-67.
[7]马薇.云南省高等音乐艺术教育“本土化”教学实践——兼论实践对音乐类非物质文化遗产传承的积极意义[J].民族艺术研究,2011,24(2):169-172.
[8]李莉,邵勤,余金保.论职业教育在景德镇陶瓷非物质文化遗产传承中的作用[J].职教论坛,2013(29):20-21.
[9]陈炜.广西少数民族非物质文化遗产传承人培养现状及对策探索[J].产业与科技论坛,2014,13(17):53-54.
[10]陈思琦,李雨竹.非物质文化遗产教育传承“PDCD”模式初探[J].中华文化论坛,2018(4):124-128.
[11]李卫英.系统耦合视角下非物质文化遗产学校教育传承的机制研究[J].民族教育研究,2017,28(3):107-112.
[12]李卫英.非物质文化遗产的学校教育传承路径探析——以贵州省民族民间文化进校园活动为例[J].湖南师范大学教育科学学报,2014,13(4):44-48.
[13]陈炜,李军辉.少数民族特色村寨非物质文化遗产传承的驱动机制研究[J].广西民族研究,2017(4):124-131.