[Yang Min Wang Yong] Research on the introduction of original "sports-like" intangible cultural heritage into school sports and its active inheritance

[Abstract] The intangible cultural heritage of "quasi-sports" is a national traditional sports culture created and accumulated over the long history.

Its body sports content related to sports activities is a kind of "living humanistic heritage" with folk customs and group characteristics.

This article uses research methods such as literature, network information retrieval, and comprehensive analysis to propose to attach importance to the education of the original ecological "sports" intangible cultural heritage of the nation and the region, and combines the characteristics of the national traditional sports culture itself, and uses school physical education as an "active inheritance method" to carry out a new idea of inheriting the "sports" intangible cultural heritage in a genuine and diverse way, so as to better protect the intangible cultural heritage of the motherland, It also improves the task of physical education in schools.

[Keywords] Intangible cultural heritage; original ecology; quasi-sports; identification; active inheritance

Intangible cultural heritage is based on the premise of "the reasonable existence of cultural diversity"(Lu Zhijun and Li Jinmei, 2006).

It is a folk cultural and artistic heritage with national historical accumulation and widely representative (Zhang Weimin, 2005).

With its colorful forms and styles, it has shown unique cultural value and historical significance in today's society, and has attracted world attention as a social resource and living cultural symbol (Zhang Weimin, Dong Wenwei, 2006).

China is a major country in the world with intangible cultural heritage, with extremely rich heritage.

However, in the context of global economic integration and the erosion of strong cultures on weak cultures, my country's intangible cultural heritage has begun to lose its ecological environment for survival and inheritance.

It is being damaged, disappeared and lost at an alarming rate, facing danger and loss.

A major crisis of loss.

Protecting and inheriting my country's intangible cultural heritage is very important and urgent (Zhang Weimin, 2005).

Protecting and utilizing intangible cultural heritage is of great significance to building a harmonious society, cultivating national spirit, building advanced culture, and comprehensively promoting dialogue among human civilizations and sustainable development of society (Zhou Heping, 2006).

Our country is at an important historical moment in jointly planning the development plan for the Eleventh Five-Year Plan, and is also actively preparing a cultural heritage protection plan during the Eleventh Five-Year Plan period.

In April 2005, the General Office of the State Council issued the "Opinions on Strengthening the Protection of Intangible Cultural Heritage in my Country", which clarified the goals, guidelines and basic principles for the protection of intangible cultural heritage.

In December 2005, the State Council issued the Circular on Strengthening the Protection of Cultural Heritage, which requires further strengthening the protection of cultural heritage, reflecting the great importance attached by the Party and government to ethnic cultural heritage (Ni Yike and Hu Xiaoming, 2006).

With the convening of the 2008 Olympic Games, under the theme of the People's Olympics, the protection and development of China's intangible cultural heritage and thousands of years of colorful original national traditional sports culture have also ushered in a good opportunity to inherit and go global.

Incorporate the content of intangible cultural heritage into the education system, establish a systematic and scientific education mechanism, introduce education into the field of intangible cultural heritage protection and inheritance, and study the development of intangible cultural heritage from the perspective of education.

It is an important way to develop intangible cultural heritage (Zhang Weimin, Dong Wenwei, 2006).

We should systematically build a protection system for intangible cultural heritage in the field of school sports by understanding the characteristics and general laws of intangible cultural heritage (Lu Zhijun and Li Jinmei, 2006), let school physical education assume the glorious mission of protecting and inheriting the national-level original ecological ethnic and folk "sports-like" intangible cultural heritage, and integrate it into school physical education teaching and scientific research to complete the protection of the motherland's intangible cultural heritage (Weng Minhua, 2004).

Interpretation of national-level original ecological "sports-like" intangible cultural heritage

Among the national-level intangible cultural heritage, the "sports-like" intangible cultural heritage is a traditional cultural resource created and accumulated over the long history, which fully reflects the cultural values and aesthetic ideals shared by all ethnic groups in our country.

It not only contains physical exercise content such as competition procedures and equipment making related to sports activities, but also traditional cultural phenomena closely related to the social characteristics, economic life, religious rituals, and customs of various ethnic groups.

It is a kind of "living humanistic heritage." The creativity and cohesion of the Chinese nation it embodies is the crystallization and treasure of the wisdom of all ethnic groups.

Therefore, protecting ethnic and folk "sports-like" cultural heritage is not only the basis for the cultural inheritance and development of all ethnic groups, but also an important link in maintaining the uniqueness of Chinese culture and revitalizing Chinese culture (Ni Yike, Hu Xiaoming, 2006).

The "sports-like" intangible cultural heritage belongs to different categories of national intangible cultural heritage.

Among the categories included in my country's "National Intangible Cultural Heritage List", ethnic and folk traditional sports do not enter the list in independent forms and categories, but are always in a state of cross-symbiosis with other cultural styles.

Traditional folk sports form the intangible cultural heritage category of folk "similar sports" on the basis of following the customs, habits, forms and characteristics of various nationalities, emphasizing an educational and integration function, so that all activists can experience the connotation of sports culture in the process of participating in traditional folk sports activities (Niu Aijun and Yu Dinghai, 2007).

The value characteristics of national original ecological "sports" intangible cultural heritage with protection difficulty.

1) Original ecology.

Original ecological "similar sports" intangible cultural heritage is a kind of national folk primitive sports culture records in the natural state.

It is the spiritual lifeblood of the diversity of human national and folk sports culture, and it is not influenced by humans and highlights a primitive, simple, and liberal "ecological culture" with roots and richness.

(2) Viability.

Viability is the most basic characteristic of "sports-like" intangible cultural heritage.

This kind of "living" essentially means that it has a soul.

This soul is the unique national spirit and national psychology condensed by the nation that created and inherited it in its own long-term struggle and creation, and is concentrated in the core values that they share beliefs and follow.

In addition, it is also reflected in the process of inheritance, as well as the mutations and innovations in this process.

The inherent driving force of this variation and innovation is determined by the characteristics of intangible cultural heritage.

Different inheritors and enjoyment participate in creation, demonstrating their creativity.

Maintaining a living inheritance mechanism is the key to protecting traditional national sports activities (Ni Yike, Hu Xiaoming, 2006).

(3) Folk customs.

Traditional national sports activities are formed in agricultural solar terms and folk rituals of periodic sacrifices to ancestors, and are often combined with activities such as religion, sacrifice, marriage, and labor.

Therefore, the ethnic and folk "sports-like" cultural heritage is affiliated to other folk events.

Religious festivals and rituals as carriers provide a fixed time and place for traditional national sports activities, promoting the germination of traditional sports from a spontaneous small-scale form to an organized, large-scale collective activity, making it easy for the public to accept and spread.

Finally, it forms a folk activity and cultural heritage (Ni Yike, Hu Xiaoming, 2006).

(4) Group nature.

The creation of "quasi-sports" intangible cultural heritage is a collective behavior that reflects public concepts.

The so-called groupness is a kind of cultural identity in collective consciousness.

Due to the blood connection and cultural attachment between humans and their ethnic groups, humans all have a special sense of identity with their own ethnic groups.

The identification of national traditional sports culture is the identification of a way of survival.

Common customs, work and entertainment methods form a common living space and way.

As far as creators and inheritors of cultural heritage are concerned, individual personalized creations can only become an organic component of intangible cultural heritage if they are added to group inheritance (Ni Yike, Hu Xiaoming, 2006).

Identification of the long-standing regional national-level original ecological "sports-like" intangible cultural heritage list

The national-level original ecological "sports-like" intangible cultural heritage is a sports cultural resource with strong national cultural color and national characteristics formed and carried out by various ethnic groups in a certain range and region.

Its formation is mainly based on three types of lifestyles: farming, nomadic and hunting.

Ethnic groups that live in the same or similar regional spaces are always similar in terms of production methods and lifestyles.

Various cultural exchanges are the most direct and frequent, forming a special flavor of regional life.

The sports cultural heritage of various ethnic groups is similar in form, but different regions have different names, connotations and origins.

The same type of project brings different regional cultural representations, which should be particularly valued in identification (Ni Yike, Hu Xiaoming, 2006).

The "quasi-sports" intangible cultural heritage dominated by song and dance entertainment.

(1) Eastern region: Beijing Jingxi Taiping Drum; Hebei Xushui Lion Dance, Jingxing Lahua, Changli Di Yangko; Shanxi Huangsha Lion, stilts Beast Yicheng Flower Drum; Inner Mongolia Mongolian Andai Dance; Zhejiang Tianta Lion Dance, Yuhang Rolling Lantern, Pujiang Bendeng Dragon Dance, Changxing Baiye Dragon Dance, Fenghua Bulong Dragon Dance; Fujian Quanzhou Dance; Jiangxi Nuo Dance (Nanfeng Nuo Dance, Wuyuan Nuo Dance, Le 'an Nuo Dance), Yongxin Shield Dance; Shandong Jiaozhou Yangko, Haiyang Da Yangko; Liaoning Elephant Hat Dance, Guzi Yangko, Fushun Di Yangko, Haicheng stilts, Liaoning Qili Dance; Jilin Qili Dance; Heilongjiang Daur Ruigele Dance.

(2) Central and southern regions: Sayeer Ho of Tujia people in Hubei; Hand-waving Dance of Hunan Tujia people, Encouraging of Xiangxi Miao people, Maogus Dance of Xiangxi Tujia people; Guangdong Lion Awakening, Yingge (Puning Yingge, Chaoyang Yingge), Zhanjiang Human Dragon Dance, Shanwei Rolling Ground Golden Dragon Dragon Dance; Hainan Li People Chai Dance.

(3) Western region: Chongqing Tongliang Dragon Dance; Sichuan Mangkang String Dance, Luzhou Yutan Colorful Dragon Dance, Kasdawen Dance, V dance; Guizhou Miao Lusheng Dance (Golden Chicken Dance, Drum Dragon and Tiger-Long Dress Dragon, Gun Mountain Pearl), Fanpai Miao wooden drum dance; Wa wooden drum dance in Cangyuan, Yunnan, Diqing Guozhuang dance, Bronze drum dance (Wenshan Zhuang, Yi Tong Drum), Dai Peacock Dance, Lisu Achi Muguar Dance, Yi Hulusheng Dance, Yi Cigarette Box Dance, Jino Drum Dance; Xizang Batang String Dance, Qamdo Guozhuang Dance, Reba Dance (Dingqing Reba, Nagqu such as Dingga Reba), Rikaze Tashilhunpo Temple Qiangmu Dance, Shannanchang Guozhuo Dance; Shaanxi Yangko, Ansai Waist Drum, Luochuan Biogu Drum; Gansu Kushui Tall Stilts; Qinghai Yushu Zhuo Dance, Tu Yutu, Xinjiang Northern Shaanxi Tajik Eagle Dance.

The intangible cultural heritage of "quasi-sports" in the form of competitive ability.

(1) Eastern region: Beijing diabolo; Tianjin Hui heavy sword martial arts; Hebei Cangzhou Martial Arts, Xingtai Plum Blossom Boxing, Yang's Taijiquan, Shahe Tengpai Array; Inner Mongolia Daur traditional hockey competition, Mongolian Boke; Fujian Ningde Huotong Line Lion; Shandong Cuju; Jilin Korean Springboard.

(2) Central and southern regions: Henan Shaolin Kungfu, Chen Taijiquan; Hubei Wudang Martial Arts.

(3) Western region: Xinjiang Uyghur Dawaz.

Introduction of national-level original ecological "sports-like" intangible cultural heritage from the perspective of school physical education

As the base of knowledge and information and the place where human culture is taught, schools should be the "sports-like" intangible cultural heritage and serve as a cultural gene bank for the memory and vitality of a nation's ancient life.

Cultural diversity of school physical education in the knowledge dissemination system should be promoted, and the sports cultural value of local "sports-like" intangible cultural heritage should be reflected in the current school physical education knowledge system (Yin Guoguo, 2004).

Judging from my country's current school physical education curriculum system, the content of ethnic and folk traditional sports is still in the "popularization" stage of knowledge, and there is a lack of educational guidance for the "quasi-sports" intangible cultural heritage system.

Therefore, the content of "sports-like" intangible cultural heritage should be incorporated into the school physical education curriculum system, and the rich and unique ethnic and folk "sports-like" intangible cultural heritage should be scientifically and effectively introduced and disseminated through the school physical education mechanism.

Only in this way can we solve various problems arising from the active inheritance of the national-level original "sports-like" intangible cultural heritage (Ni Yike, Hu Xiaoming, 2006).

Introduce goals.

"Sports like" intangible cultural heritage education is not only a process of introducing a long-neglected category of intangible cultural heritage resources into mainstream education, but also a process of recognizing the living intangible cultural heritage of the national spirit and survival wisdom., is a more rationally discovered process of integrating national traditional sports culture.

School physical education plays an irreplaceable and important role in improving national quality, shaping national spirit, enhancing national ideals, and promoting the development of national sports culture.

The goal of introducing "sports-like" intangible cultural heritage resources in school physical education is to enable students to correctly understand the differences in folk traditional sports culture of various regions and ethnic groups, and fully understand the integrity and richness of "sports-like" intangible cultural heritage to Chinese culture.

significance, and correctly judge the relationship and mutual influence between "sports-like" intangible culture and modern sports culture, and understand the importance of protecting "sports-like" intangible cultural heritage.

Form a spontaneous and autonomous positive attitude to protect "sports-like" intangible cultural heritage (Zhang Weimin, 2005).

Introduce principles.

The introduction of the diversity and original ecology of "quasi-sports" intangible cultural heritage is worthy of attention.

Differences in cultural components and structural relationships in geographical areas cause differences in "sports-like" intangible cultural heritage.

For example, tropical river valleys and Dai "sports-like" intangible culture, plateau snow-mountains and Tibetan "sports-like" intangible culture, grassland and Mongolian "sports-like" intangible culture, etc., all reflect the "sports-like" intangible culture and The image of regional ecological integration.

Therefore, according to the characteristics of the area where the school is located, adhere to the principle of original introduction, pay attention to the application of modern technology and display methods, and introduce "sports-like" intangible cultural heritage resources in the region or across regions (Zhang Weimin, 2005).

Active inheritance of national-level original ecological "sports-like" intangible cultural heritage from the perspective of school physical education

The development value of national-level original ecological "sports-like" intangible cultural heritage.

The "quasi-sports" intangible cultural heritage is an original ecological ethnic and folk sports resource full of competitive and entertaining singing and dancing.

The movements are simple, the atmosphere of life is strong, and the amount of exercise is moderate.

It is not limited by venue, equipment and time.

Form and national style.

Participate in the protection and inheritance of "sports-like" intangible cultural heritage through school physical education as an "active inheritance method", adhere to a professional stance and academic perspective, and conduct rational thinking based on practice, so as to more comply with the requirements for the development of national and folk "sports-like" intangible cultural heritage protection (Zhou Ping, Peng Wenqun, 2002).

Educational inheritance of national-level original ecological "sports" intangible cultural heritage and innovative development of school-based curriculum.

(1) The core issue in the inheritance of "sports like" intangible cultural heritage is the curriculum issue.

The following three methods can be adopted to develop school-based courses.

First, interspersed curriculum construction.

That is to say, in the existing school physical education curriculum, the content and cultural events of some "sports-like" intangible cultural heritage are interspersed and introduced, but the basic structure and obvious characteristics of the mainstream curriculum are not changed.

Second, the construction of additional courses.

That is to say, without changing the basic structure and obvious characteristics of the mainstream curriculum, add content, concepts, and themes about the "sports-like" intangible cultural heritage in the form of a book, a teaching video, a unit or a week of class hours.

Third, infiltration curriculum construction.That is to say, the school-based curriculum is no longer just adjusting the existing structure, but rethinking and designing every aspect of it, integrating content related to the "physical education" intangible cultural heritage into the mainstream curriculum of the school's physical education curriculum.(Zhang Weimin, 2005).

In the school-based curriculum for "sports" intangible cultural heritage, we should fully consider the resource advantages of "sports" intangible culture and folk customs.

In terms of resource selection, we can rely on the resource advantages of traditional ethnic sports activities carried out by the people., or traditional ethnic sports activities that people like to see and are familiar with in the area where the school is located.

At the same time, we can also use the curriculum and teacher resources provided by other schools to set elective and compulsory content according to different grades.

When setting up school-based courses, we must also choose a reasonable and effective development method to expand and develop the social and economic benefits of ethnic and folk "sports" intangible cultural heritage.

Schools may establish a "sports-like" intangible cultural heritage promotion department, obtain support from relevant leaders, departments or obtain social sponsorship, and identify one or some "sports-like" intangible cultural heritage as a characteristic resource of the school.

It is also possible to establish a "sports-like" intangible cultural heritage inheritance group, and use the media and the public to carry out large-scale publicity and promotion of ethnic and folk sports activities as a way of fitness and entertainment.

(2) Construct the content system of "sports like" intangible cultural heritage textbooks.

Collect and sort out a large number of ethnic and folk "sports-like" intangible cultural heritage resources, compile "sports-like" intangible cultural heritage textbooks with Chinese characteristics, and build a textbook content system for "sports-like" intangible cultural heritage.

Selectively set specific teaching item categories from the perspective of applicability and practicality to refine the essence of the "quasi-sports" intangible cultural heritage.

The breadth and depth of the textbook content are determined according to the teaching goals, teaching hours and students 'knowledge base of the school's physical education course (Zhang Weimin, 2005).

(3) Strengthen the construction of the teaching team of "sports" intangible cultural heritage.

The implementation of school physical education based on "sports-like" intangible cultural heritage has put forward some new requirements for physical education teachers.

First of all, physical education teachers are required to enrich the national sports cultural knowledge of "sports-like" intangible cultural heritage, improve their own cultural literacy, and use a variety of different methods to convey the cultural characteristics of heritage resources; secondly, the local "sports-like" intangible cultural heritage inheritors are hired as specially invited physical education teachers by the school to provide teachers with the most authentic training; Thirdly, rationally use the national intangible cultural heritage education teacher human resource center in the social support system to give full play to the active inheritance function of school physical education on "sports-like" intangible cultural heritage (Zhang Weimin, Dong Wenwei, 2006).

Concluding remarks

With the trend of globalization and the acceleration of modernization, although the protection of intangible cultural heritage is facing increasing challenges, countries around the world have reached a consensus on increasing the protection of intangible cultural heritage.

The original ecological "sports-like" intangible cultural heritage has the characteristics of being irreversible after non-artificial reconstruction and destruction.

School physical education courses should actively provide the country with the "sports-like" intangible cultural heritage as inheritance information for the original ecological and sustainable development.

Faced with the characteristics of the various disciplines involved in the intangible cultural heritage of "quasi-sports", school sports should establish a humanistic cultural scale, accelerate cross-disciplinary collaborative practice, break the single text-based and school-based academic model, and enter the "quasi-sports" intangible cultural heritage site for inspection.

In-depth private collection and collation, actively participate in the practice of protection and inheritance of "sports-like" intangible cultural heritage, respect the spontaneous and autonomous cultural personality of the masses in the inheritance of "sports-like" intangible cultural heritage resources, and provide efficient services for the development of cultural heritage undertakings (Yin Guoguo, 2004).

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(This article was published in the seventh issue of Reform and Strategy in 2008)