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青少年学生作为新一代中华优秀传统文化的继承者与弘扬者,其对中华优秀传统文化的理解与认同程度决定着我国传统文化创新性发展与创造性转化的后继力。该研究采用分层抽样的思路,利用自编的情境判断测验量表对61所学校的6874名四年级及其以上小学生中华优秀传统文化的认同现状进行了调查,发现:小学生在文化身份认同维度上的得分最高;文化身份认同与文化符号认同及价值文化认同之间呈现强相关;女生对中华优秀传统文化总体的认同水平高于男生;不同省市小学生中华优秀传统文化认同水平参差不齐。此外,通过聚类分析发现:小学生对中华优秀传统文化认同可分为均等性认同、被动性认同、认知性认同、深层性认同和表象性认同。针对这一现状,建议从孕育传统文化教育"和而不同、以情化理"的课程支点、培育传统文化教育"博观约取、层级分明"的教师基点、并育传统文化教育"积极响应、掷地有声"的政策抓点与浸育传统文化教育"润物无声、汇聚合力"的环境视点的文化认同提升策略。
Abstract：As the successor and propagator of the new generation of excellent traditional Chinese culture, its understanding and recognition of excellent traditional Chinese culture that determines the succession of innovative development and creative transformation of traditional Chinese culture. In this research, a stratified sampling method was used to investigate the status quo of Chinese excellent traditional cultural identity of 6874 pupils of grade 4 and above in 61 schools by using the self-compiled Situation Judgment Questionnaire. It was found that pupils scored the highest in the dimension of cultural identity, and there was a strong correlation between cultural identity and cultural symbol identity and value and cultural identity. The girl's Identification level of Chinese excellent traditional culture is higher than that of boy's, and the level of Identification of Chinese excellent traditional culture among primary school students in different provinces and municipalities is uneven. In addition, through cluster analysis, it was found that Contemporary Pupils' identification with Chinese excellent traditional culture can be divided into equal identity, passive identity,cognitive identity, deep identity and imagery identity. In view of this situation, it is suggested that the strategy of cultural identity be promoted can from fostering the curriculum fulcrum of traditional cultural education with "harmony but difference, sensibility and rationality", breeding the base point of teacher with "broad-mindedness, clear hierarchy", cultivating the focus of policy with "positive response and sound throwing" as well as the environmental perspective with "moistening things silently and gathering forces".
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(1)下文中的传统文化教育和传统文化认同中的“传统文化”均指的中华优秀传统文化。
基本信息:
中图分类号:G621
引用信息:
[1]杨曼,吕立杰,丁奕然.小学生中华优秀传统文化认同现状调查及提升策略[J].中国电化教育,2019,No.389(06):44-51.
基金信息:
2018年度国家社会科学基金教育学重大项目“教材建设中创新性发展中华优秀传统文化研究”(项目编号:VFA180003)的研究成果
2019-06-11
2019-06-11
2019-06-11