傈僳族传统歌舞文化在学校教育中传承的有限性研究

发布时间：2018-02-26 22:43

本文关键词： 傈僳族传统歌舞文化民族文化传承学校教育有限性　出处：《西南大学》2013年硕士论文　论文类型：学位论文

【摘要】：民族传统文化的保护与传承是当前我们所面临着的一个重大问题。傈僳族是腾冲县的一个世居少数民族,由于历史、地理环境等各方面的原因,其民族传统文化保存相对比较完整。然而随着经济的全球化、社会的现代化发展,其文化也受到了很大的冲击。在国家提倡民族文化进校园的背景之下,该区学校把各种各样的民族传统文化引入了学校,试图通过学校教育来传承。傈僳族是一个能歌善舞的民族,歌舞是其文化的精髓,在民族文化进校园的背景下,傈僳族歌舞文化进校园也就是理所当然的。然而现实教育中,学校教育传承傈僳族传统歌舞文化的做法主要是根据上级的相关要求,为了表演、比赛而临时组织学生排练,平时的教学中很少涉及到民族歌舞方面的东西。这仅仅是在走过场,仅仅是在应付。这不得不让人产生疑问：他们唱的是什么、跳的又是什么?这能够称作是傈僳族歌舞文化吗?进一步说,这能够称作是傈僳族歌舞文化的传承吗? 教育不仅担负着传播科学知识的任务,而且还要传播文化。尤其是在当前落后民族地区民族传统文化受到了来自于国内外各方面的冲击的情况下,学校教育作为一种主要的教育形式理应在民族传统文化的保护与传承中发挥应有的作用。然而学校教育的有限性和傈僳族传统歌舞文化的性质决定了学校教育在传承傈僳族传统歌舞文化的过程中面临着诸多的困境。首先,由于学校是一种特殊的机构,其时空的有限性把学校教育和一般的日常生活区分开来,而傈僳族歌舞源于现实生活,大部分歌舞和人们的现实生活分不开,学校场域和现实生活场域的差异性使得很多歌舞无法通过学校教育的方式来传承。其次,由于学校教育的特殊性,在学校教育中所传授的主要是一些间接的科学文化知识,主要是为学生的进一步发展打基础,傈僳族传统歌舞文化的形式决定了其在学校教育中的传承具有一定的有限性。最后,大部分傈僳族歌舞具有浓厚的宗教色彩,而学校教育是排斥宗教、提倡无神论的,这又使得傈僳族传统歌舞文化在学校教育中的传承面临着一定的困境。鉴于此,我们必须进行深入的研究,在把傈僳族传统歌舞文化引进校园之前必须慎重考虑什么样的文化可以、适合拿到学校传承,什么样的文化应该通过其他途径来传承,什么样的文化应该拿到博物馆保存起来……其他一些少数民族传统文化的传承也如此,唯有通过这样的选择才能够突破困境,才能够促进民族地区教育的发展与文化的传承,进而缩小社会差距,实现社会的和谐稳定与发展。
[Abstract]:The protection and inheritance of national traditional culture is a major problem we are facing at present. Lisu is an ethnic minority in Tengchong County, due to various reasons, such as history, geographical environment, etc. Its traditional culture is relatively intact. However, with the globalization of economy and the modernization of society, its culture has also been greatly impacted. Schools in the area introduced various traditional national cultures into schools, trying to pass on them through school education. Lisu is a nation that can sing and dance, and singing and dancing is the essence of its culture. Under the background of national culture entering the campus, it is natural for Lisu to enter the campus. However, in practical education, School education to inherit the Lisu traditional music and dance culture is mainly based on the related requirements of the superiors, in order to perform, competition and temporary organization of student rehearsals. There is very little reference to folk songs and dances in normal teaching. This is only a matter of formality, just dealing with it. This has to raise the question: what are they singing and dancing? Can this be called Lisu music and dance culture? Further, can this be called the inheritance of Lisu music and dance culture? Education not only undertakes the task of disseminating scientific knowledge, but also disseminates culture. School education, as a major form of education, should play its due role in the protection and inheritance of national traditional culture. However, the limitation of school education and the nature of Lisu traditional music and dance culture determine the nature of school education. In the process of inheriting Lisu traditional song and dance culture, there are many difficulties. First of all, Because school is a special institution, the limitation of its time and space distinguishes school education from ordinary daily life, while Lisu music and dance originate from real life, and most songs and dances are inseparable from people's real life. Because of the difference between school field and real life field, many songs and dances cannot be passed on through school education. Secondly, because of the particularity of school education, what is taught in school education is mainly some indirect scientific and cultural knowledge. It is mainly to lay the foundation for the further development of the students. The form of the Lisu traditional singing and dancing culture determines that its inheritance in school education is limited to a certain extent. Finally, most Lisu songs and dances have a strong religious color. However, school education is exclusive of religion and advocates atheism, which in turn makes the inheritance of Lisu traditional song and dance culture in school education face certain difficulties. In view of this, we must carry out in-depth research. Before introducing the Lisu traditional singing and dancing culture into the campus, we must carefully consider what culture can be passed on, suitable for school inheritance, and what kind of culture should be passed on through other channels. What kind of culture should be preserved in the museum. So is the inheritance of the traditional culture of some other minority nationalities. Only through such a choice can we break through the predicament and promote the development of education and cultural heritage in ethnic areas. Then narrow the social gap, achieve social harmony, stability and development.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：J722.22-4;J607-4

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