基于PBL的“清明”节气与乐山特色文化科技活动设计研究

Design Research on PBL-Based “Qingming” Solar Term and Leshan Characteristic Cultural Technology Activities

摘要: 如何实现非物质文化遗产与区域文化在年轻一代中的有效传递，已经成为教育界持续关注的热点问题之一。在众多教学方法中，项目式学习(Project-based Learning，简称PBL)因其能够营造贴近现实、跨越多门学科的实践环境，而被视为科学教育领域一种颇具潜力的教学模式。本研究依托“清明”这一节气以及乐山本地的两项国家级非物质文化遗产——夹江竹纸制作技艺与夹江年画，开发出一套以主题科技活动为核心的教学方案，旨在探索传统文化与现代科学教学相互融合的具体设计路径。根据PBL所强调的“以问题为驱动力、以自主探究为过程、以成果为最终导向”这三个基本要素，本研究设定了一个核心驱动问题：“如何借助夹江竹纸与年画，使清明祈福活动获得更浓厚的文化韵味？”围绕该问题，整个教学流程被划分为五个相互关联的阶段：从创设文化情境并引出发问，到开展知识探索并明确小组分工，再到以小组方式合作完成实践任务，之后进行成果汇报与多维度鼓励性评价，最后引导学生进行反思延伸并在更广范围内推动文化传承。该教学方案在整体设计上贯穿着三条基本原则：一是立足文化本体，强调对节气与非遗内涵的深层理解；二是融入科学探究，注重引导学生从自然与技术的角度分析传统工艺；三是以PBL为导向，确保学习过程真正体现问题驱动与自主建构的特点。与此同时，方案还从具体教学目标、教学活动流程以及学习成果评价方式三个层面进行了系统安排。总体而言，这一设计不仅能够为基于地方文化资源的校本课程建设提供一定参考，也为将非物质文化遗产系统引入科学课堂展示了一种具有操作性的实践方式。

Abstract: The inheritance of intangible cultural heritage and local characteristic culture is an important issue in the current education field. Project-based Learning (PBL) provides an authentic and interdisciplinary practical context for science education. Taking the “Qingming” solar term and Leshan’s local intangible cultural heritage (Jiajiang Bamboo Paper Craft and Jiajiang New Year Paintings) as carriers, this study designs a thematic science and technology activity plan to explore the design pathways for integrating traditional culture with modern science education. Based on the three core elements of PBL—“problem-driven, independent inquiry, and outcome-oriented”—and centered around the driving question of “How to use Jiajiang bamboo paper and New Year paintings to make Qingming blessings more culturally meaningful?”, five teaching stages are designed: context creation and problem posing, knowledge exploration and task division, group cooperation and practical experience, outcome presentation and incentive evaluation, and reflection expansion and inheritance deepening. The design embodies three principles: culture-orientation, scientific inquiry, and PBL-driven approach, with systematic planning from the aspects of teaching objectives, activity procedures, and evaluation methods. This design can provide a reference for the development of local cultural school-based curricula and offer an operational model for integrating intangible cultural heritage resources into science education classrooms.