PBL模式下双非遗融入幼儿园课程的实践路径研究——以运河文化与陶艺为例

Research on the Practical Path of Integrating Dual Intangible Cultural Heritages into Kindergarten Curriculum under the PBL Model—Taking Canal Culture and Pottery Art as Examples

摘要: 针对传统文化教育中“内容成人化”与“形式单一化”的困境，本文旨在探讨一种融合项目式学习(PBL)、平陆运河文化与钦州坭兴陶非遗技艺的幼儿教育创新模式。基于“文化资源–课程设计–幼儿体验”闭环模型，通过“文化分层”设计法将宏大的运河叙事转化为幼儿可感知的符号，并利用AR增强现实技术实现“实体陶艺 + 虚拟场景”的双驱动交互。研究构建“工程认知 + 非遗技艺 + 数字素养”三位一体的教学范式。该模式有效解决了非遗课程“表面化”难题，为非遗文化融入学前教育提供了一种具有参考价值的实践路径。

Abstract: Aiming at the dilemmas of “adult-oriented content” and “monotonous forms” in traditional culture education, this paper explores an innovative early childhood education model integrating Project-Based Learning (PBL), Pinglu Canal culture and Qinzhou Nixing Pottery intangible cultural heritage craftsmanship. Based on the closed-loop model of “cultural resources - curriculum design - children’s experience”, the grand canal narrative is transformed into child-perceivable symbols through the “cultural stratification” design method. Augmented Reality (AR) technology is adopted to realize dual-driven interaction of “physical pottery art + virtual scenarios”. A three-in-one teaching paradigm combining engineering cognition, intangible cultural heritage craftsmanship and digital literacy is constructed. This model effectively addresses the superficiality problem of intangible cultural heritage curricula, providing a practical path of reference value for integrating intangible cultural heritage into preschool education.