广西小学生与成人对非遗戏与心理剧融合模式的态度与看法：一项访谈研究

Attitudes and Views of Primary School Students and Adults in Guangxi on the Integration of Intangible Cultural Heritage Drama and Psychodrama: An Interview Study

摘要: 当前广西小学生社会情感能力面临落后发展与非遗文化载体缺失的双重挑战。而本土非遗牛娘戏融合小学心理剧的教育策略，可在补充共同文化记忆与价值认同的同时，通过高具身的形式有效提升社会情感能力的发展。但是，心理剧在当地小学应用较少，牛娘戏也面临失传风险，戏剧融合的干预可行性也有待验证。故本研究通过对广西6个城市39名小学生和45名成人的半结构化访谈，运用NVivo20进行主题分析，考察广西小学心理剧开展现况与牛娘戏的传承现状，并探究广西小学生与成人对非遗戏剧与心理剧融合模式的态度与看法。研究发现：(1) 当前广西小学校园心理剧开展频次低且主题单一；(2) 牛娘戏在广西小学生群体中虽认知度低但情感认同高；(3) 当地小学生与成人对心理剧与牛娘戏融合模式期待度高，有一定的可行性。基于此，本研究以生态系统理论和布迪厄文化资本理论为视角，提出以牛娘戏为形式载体、以心理剧为内容框架的心理健康教育融合模式，并从微观、中间、宏观系统构建一个运用该模式的多层次支持体系。该模式有助于激活本土文化资本，提升广西小学生乃至留守儿童的社会情感能力与文化归属感，为非遗传承与心理健康教育融合提供新路径。

Abstract: Currently, there is a large scale of left-behind children in primary schools in Guangxi, and their social-emotional abilities face the dual challenges of underdeveloped growth and the lack of intangible cultural heritage carriers. An educational strategy that integrates local intangible cultural heritage, specifically Niuniang Opera, with primary school psychodrama could raise a shared cultural awareness and value recognition while effectively enhancing the development of social-emotional abilities through a highly embodied form. However, psychodrama is rarely applied in local primary schools, and Niuniang Opera also faces the risk of being lost, meaning the feasibility of a drama-integrated intervention requires verification. Therefore, this study conducted semi-structured interviews with 39 primary school students and 43 adults across six cities in Guangxi, using NVivo 20 for thematic analysis to examine the current state of psychodrama in primary schools and the inheritance status of Niuniang Opera. The study aims at exploring the attitudes and views of primary school students and adults in Guangxi towards the integration of intangible cultural heritage drama and psychodrama. The results show that: (1) The frequency of psychodrama activities in Guangxi primary schools is low and the themes are monotonous. (2) Although Guangxi primary school students generally find it difficult to understand or comprehend the content of Niuniang Opera, they still have a high level of emotional recognition towards them. (3) Both local primary school students and adults have high expectations for an educational approach that integrates the psychodrama and Niuniang Opera, indicating a feasibility of the integration. Thus, the present study proposes a solution from the perspectives of ecological systems theory and Bourdieu’s cultural capital theory, using Niuniang Opera as the formal carrier and psychodrama as the content framework. This solution constructs a multi-level support system that includes all the micro, meso, and macro levels, in order to activate local cultural capital, enhance the social-emotional abilities and cultural belonging of primary school students (including left-behind children) in Guangxi, and provide a new pathway for the integration of intangible cultural heritage preservation and mental health education.