遗产教育是通过教育活动促使个体了解、欣赏和保护文化遗产的过程,不仅是知识的传授,更是文化的传承。作为遗产教育的重要目标和价值旨归,文化认同则是个体或群体对某一文化的认同感和归属感。从文化认同视角出发,采取贝雷迪的比较四步法,对西班牙、新加坡及澳大利亚中小学遗产教育实践进行比较分析后发现:遗产教育在这三个国家的基础教育课程体系中皆占据重要地位,都采用多样化教学方式,积极推进课程落实,但在目标内涵、内容重点和方式侧重上存在显著差异。这些共性与差异启示我国需立足国情强化青少年文化认同,加强遗产教育的系统规划与资源整合,推动跨学科融合与技术革新,促进家校社协同推进遗产教育,以提升我国遗产教育的质量和效果。
Abstract
Heritage education is the process that fosters individuals' understanding,appreciation,and protection of cultural heritage through educational activities.It involves not only the transmission of knowledge but alsothe inheritance of culture.Cultural identity,a key objective and value orientation of heritage education,signifies an individual's or group's sense of recognition and belonging to a particular culture.Base on the perspective of culturalidentity,and adopted Bereday's four-step comparative method to analyze the heritage education practices in primary and secondary schools in Spain,Singapore,and Australia,the research results revealed that heritage education had occupied asignificant position within the basic education curriculum systems of these three countries,which had adapted diverse teaching methods and actively promoted the implementation of the curriculum.However,there were still notable differencesexisted in the connotations of goals,content focuses,and method emphases of heritage education in these countries.These commonalities and differences suggestedthat China should enhance cultural identity according to its national conditions,strengthen systematic planning and resource integration for heritage education,promote cross-disciplinary integration and technological innovation,and fostercollaborative efforts among families,schools,and communities to improve the quality and effectiveness of heritage education.
关键词
遗产教育 /
文化认同 /
中小学 /
国际比较 /
教育镜鉴
Key words
heritage education /
cultural identity /
primary and secondary school /
international comparison /
educational reflection
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基金
*河南省教育科学规划重点课题“高质量教育体系建设背景下教师活力要素及其生成机制研究”(编号:2025JKZD03)。
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