“在地性”与“活态性”：小学非遗美育课程设计的理论构建与路径思考

“Locality” and “Liveness”: Theoretical Construction and Pathway Reflection on Primary School Intangible Cultural Heritage Aesthetic Education Curriculum Design

摘要: 针对小学非遗美育面临的文化空心化与儿童主体性缺失困境，本研究试图构建以“在地性”原则深植文化根脉、以“活态性”原则激活儿童主体的双原则框架。以嘉善干窑小学课程为例进行试验，通过“理解先于创造”的螺旋式学习过程，平衡文化传承以及创新表达需求，将文化认同内化为文化再造的动力，旨在为非遗美育的系统化发展提供兼具理论深度与实践操作性的课程设计范式。

Abstract: In response to the challenges of cultural hollowing and the lack of children’s subjectivity in primary school intangible cultural heritage (ICH) aesthetic education, this study aims to construct a dual-principle framework that deeply roots cultural heritage through the principle of “locality” and activates children’s agency through the principle of “liveness.” Using the curriculum design at Ganyao Primary School in Jiashan as a case study, the research explores a spiral learning process that prioritizes “understanding before creation,” balancing the needs of cultural transmission and innovative expression. By internalizing cultural identity as a driving force for cultural reinvention, this study seeks to provide a theoretically grounded and practically operable curriculum design paradigm for the systematic development of ICH aesthetic education.