贵州非物质文化遗产进校园的实践困境与优化路径

Practical Dilemmas and Optimization Paths of Guizhou’s Intangible Cultural Heritage Entering Campuses

摘要: 贵州作为多民族聚居区，拥有侗族大歌、苗族蜡染等丰富的非物质文化遗产(以下简称“非遗”)，将其融入校园教育是实现活态传承与文化认同培育的重要途径。本文基于教育生态学与文化传承理论，以生态位、生态链等核心概念为分析工具，结合贵州多地实践案例，系统剖析非遗进校园面临的主体生态位冲突、系统生态链断裂等深层困境，并从生态平衡重构的视角，提出目标适配、内容融合、机制协同的整体性解决方案。研究表明，非遗进校园需突破“形式化展演”的局限，通过优化教育生态系统中各主体的互动关系，实现文化传承与教育规律的有机融合，为民族地区非遗教育提供实践范式。

Abstract: As a multi-ethnic region, Guizhou boasts rich intangible cultural heritage (ICH), such as the Kam Grand Chorus and Miao batik. Integrating these into campus education is an important way to achieve living inheritance and cultivate cultural identity. Based on the theories of educational ecology and cultural inheritance, using core concepts like ecological niche and ecological chain as analytical tools, and combining practical cases from various places in Guizhou, this paper systematically analyzes the deep-seated dilemmas faced by ICH entering campuses, such as conflicts in the ecological niches of subjects and fractures in the system’s ecological chain. From the perspective of reconstructing ecological balance, it proposes an overall solution involving goal adaptation, content integration, and mechanism coordination. The research shows that for ICH to enter campuses, it is necessary to break through the limitations of “formalized performances” and realize the organic integration of cultural inheritance and educational laws by optimizing the interactive relationships among various subjects in the educational ecosystem, thereby providing a practical paradigm for ICH education in ethnic regions.