二十四节气气象科普与陶瓷非遗的融合设计与实践——以立冬为例

Design and Practice of Integrating Twenty-Four Solar Terms-Anchored Meteorological Science Popularization and Ceramic Intangible Cultural Heritage—A Case Study of the Start of Winter

摘要: 当前中小学气象科普与陶瓷非遗教育均存在发展局限：气象科普形式偏传统固化，文化载体与沉浸式场景不足，较难适配低龄学生认知规律；陶瓷非遗传承侧重技艺与审美培育，科学原理挖掘不足，跨学科育人价值未充分释放，二者均难以独立实现知识传播与素养培育的统一。在国家推动科普与文化融合、倡导跨学科学习的政策导向下，本文以二十四节气为纽带，依托其与陶瓷文化共通的“天人合一”思想精髓，构建二者双向赋能的融合模式。设计“知–行–创”三层闭环科普框架，辅以IP化情境设计适配少儿认知规律，并以立冬节气为案例阐述课程设计与落地路径。该模式可提升科普趣味性与知识留存率，为中小学跨学科科普与非遗活化传播提供参考。

Abstract: At present, both meteorological science popularization and ceramic intangible cultural heritage (ICH) education in primary and secondary schools have developmental limitations: the former relies on traditional and rigid formats, lacking immersive cultural carriers and scenarios, making it difficult to align with the cognitive patterns of younger students; the latter focuses on craftsmanship and aesthetic cultivation while underexploiting scientific principles, failing to fully unleash its interdisciplinary educational value, leaving both unable to independently achieve the unity of knowledge dissemination and literacy development. Under the policy guidance of promoting the integration of science popularization and culture and advocating interdisciplinary learning, this paper takes the Twenty-Four Solar Terms as a connecting thread. Drawing on the shared philosophical essence of harmony between humanity and nature that underpins both the Twenty-Four Solar Terms and ceramic culture, it constructs a two-way empowerment integration model, designs a three-layer closed-loop popular science framework of “Knowledge-Practice-Creation” complemented by IP-based situational design to fit children’s cognitive patterns, and elaborates the curriculum design and implementation paths with the Start of Winter as a case. This model can enhance the appeal of science popularization and knowledge retention rate, and provide reference for interdisciplinary science popularization and ICH revitalization communication in primary and secondary schools.