Version 1
: Received: 7 June 2024 / Approved: 7 June 2024 / Online: 7 June 2024 (10:25:17 CEST)
How to cite:
Chen, Y.; Zheng, S.; Hua, Y.; Sun, Z. Research on the Promotion Path of Intangible Cultural Heritage in Primary School Campus Based on the AGIL Model. Preprints2024, 2024060487. https://doi.org/10.20944/preprints202406.0487.v1
Chen, Y.; Zheng, S.; Hua, Y.; Sun, Z. Research on the Promotion Path of Intangible Cultural Heritage in Primary School Campus Based on the AGIL Model. Preprints 2024, 2024060487. https://doi.org/10.20944/preprints202406.0487.v1
Chen, Y.; Zheng, S.; Hua, Y.; Sun, Z. Research on the Promotion Path of Intangible Cultural Heritage in Primary School Campus Based on the AGIL Model. Preprints2024, 2024060487. https://doi.org/10.20944/preprints202406.0487.v1
APA Style
Chen, Y., Zheng, S., Hua, Y., & Sun, Z. (2024). Research on the Promotion Path of Intangible Cultural Heritage in Primary School Campus Based on the AGIL Model. Preprints. https://doi.org/10.20944/preprints202406.0487.v1
Chicago/Turabian Style
Chen, Y., Ying Hua and Zhixue Sun. 2024 "Research on the Promotion Path of Intangible Cultural Heritage in Primary School Campus Based on the AGIL Model" Preprints. https://doi.org/10.20944/preprints202406.0487.v1
Abstract
With the introduction of policies to promote intangible cultural heritage into schools, intangible cultural heritage plays an increasingly important role in primary education. However, the implementation of the intangible cultural heritage policy in primary schools is mostly formalized, which leads to many problems in the introduction of intangible cultural heritage, such as mainly staying at the level of visual display and public opinion publicity, carrying out a small number of intangible cultural experience activities, and insufficient materialization and scenization of intangible cultural heritage, so that students cannot feel the inherent charm of intangible cultural heritage. In order to promote the development of intangible cultural heritage education, this paper uses the AGIL model of Parsons, literature analysis, case analysis and interview methods to study the promotion path of intangible cultural heritage in primary schools, and proposes solutions such as setting educational goals for school segments, setting up intangible cultural experience activities in schools, combining intangible cultural heritage with subject courses, and establishing a good maintenance mode. After the program is applied into practice, it is found that the use of storytelling by teachers to popularize the relevant knowledge of intangible cultural heritage is conducive to stimulating students' interest and prompting students to think. In addition, teaching and life practice should be combined, and students' five education should be emphasized at the same time to avoid teaching uniformity.
Keywords
intangible cultural heritage education; AGIL model; cultural inheritance;subject curriculum
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
