[Wu Wenke] How can intangible cultural heritage "enter campus"?

In the protection of intangible cultural heritage and its publicity practice in recent years,"entering campus" is a relatively common practice and a relatively common vocabulary.

The correctness of this approach in the direction of work and the relevance of its propaganda caliber are indeed worthy of recognition and advocacy, and the results are obvious to all.

At the very least, the achievements in promoting intangible cultural heritage and establishing public opinion and ideological concepts on the protection of intangible cultural heritage are obvious.

However, after careful observation, it is not difficult to find that the means and purposes of this "campus entrance" practice and publicity activities surrounding the protection of intangible cultural heritage still remain at the level of visual display and public opinion publicity, and are less or not yet comprehensive.

Systematically go deep into the daily institutionalized operation level that is related to the long-term effectiveness of intangible cultural heritage protection.

In other words, the current intangible cultural heritage "entering campus" activities mainly introduce some intangible cultural heritage protection projects to teachers and students at all levels and types of schools through performances and displays.

They are more publicity methods and less likely to enter classrooms and teaching materials have become a deeper and broader field of cultural inheritance, from knowledge popularization to skills training to academic communication.

According to the conception and interpretation of the Convention for the Protection of Intangible Cultural Heritage adopted by UNESCO in Paris, France on October 17, 2003, the specific ideas and practices of intangible cultural heritage protection "refer to the adoption of measures to ensure the vitality of intangible cultural heritage., including the recognition, filing, research, preservation, protection, publicity, promotion, and inheritance of all aspects of such heritage, mainly through formal and informal education) and revitalization", including at least the above nine aspects.

In addition to clearly proposing to inherit intangible cultural heritage "through formal and non-formal education", other meanings such as research, publicity, and promotion are also related to "through formal and non-formal education", which are all intangible cultural heritage protection "into the campus".

The proper meaning of the title; According to Article 34 of the "Intangible Cultural Heritage Law of the People's Republic of China", which came into effect on June 1, 2011, it stipulates that "schools shall carry out relevant intangible cultural heritage education in accordance with the regulations of the education authorities of the State Council", modern school education at all levels and types has the responsibility and obligation to inherit and disseminate intangible cultural heritage.

This elevates the inheritance and dissemination of intangible cultural heritage to the will of the country and characterizes it as the responsibility of the whole people.

To this end, the work of "entering campus" for intangible cultural heritage protection has richer connotations and a greater mission.

Referring to the relevant advocacy of international conventions and the relevant provisions of national laws, through institutionalized top-level design and specialized supporting practices, we can further optimize the idea of "entering campus" for intangible cultural heritage protection and improve the practice of "entering campus" for intangible cultural heritage protection.

It will become the main task of "entering campus" for intangible cultural heritage protection in the future.

First of all, through further revision and improvement of the "Catalog of Degree Granting and Talent Training Specialties 2011)" and the "Catalog of Undergraduate Specialties in General Colleges and Universities 2012)", we must check for leaks and fill in gaps, and add relevant majors and knowledge content related to various categories of intangible cultural heritage, to the two catalogs, so as to open up, improve, standardize and guide the professional path for intangible cultural heritage to "enter the campus" at the institutional level.

For example, traditional art categories such as folk art and acrobatics that should not be omitted should be included in the first-level subject categories under the "Art Science" category, and relevant emerging disciplines and majors such as "Intangible Cultural Heritage Science" should be included in the two catalogs.

Related categories.

In this way, the two catalogs originally intended to serve as "the basic basis for degree authorization review and subject management, and the basic basis for degree awarding units to carry out degree awarding and talent training" can also become the work of intangible cultural heritage "entering campus" to be incorporated into modern education, especially high-level degree education.

The process track and policy guarantees and regulatory basis for enabling it to have its own professional and cultural identity.

It is used to highlight the cultural value of intangible cultural heritage, establish the cultural status of intangible cultural heritage, awaken the cultural consciousness of intangible cultural heritage, cultivate the cultural confidence of intangible cultural heritage, promote the cultural self-improvement of intangible cultural heritage, and deepen the cultural inheritance of intangible cultural heritage.

Secondly, on this basis, we will provide classified guidance and adapt measures to local conditions to steadily promote the professional path of intangible cultural heritage "entering campus", including curriculum design and teaching material construction.

For example, in the compulsory education stage of primary and secondary schools, a "local education" course is established and local intangible cultural heritage knowledge is incorporated into the main content of local teaching materials.

By popularizing local knowledge of intangible cultural heritage in various places, it is necessary to carry out comprehensive interest training and practical rural education in knowing hometown, loving homeland, and understanding intangible cultural heritage.

For another example, in some local universities, the establishment and construction of "characteristic disciplines" and "characteristic majors" are combined to guide and standardize the independent development of different types of higher education, and to enable intangible cultural heritage from various places to enter the selection and establishment of characteristic majors in local universities.

During the practice process, we must effectively correct and prevent the widespread "homogenization" of higher education and promote the win-win development of intangible cultural heritage inheritance and higher education reform; Another example is to proactively carry out corresponding degree education in some professional fields with qualified conditions, and vigorously enhance the depth and breadth of intangible cultural heritage through professional education and degree awarding such as master's and doctoral degrees, so that the protection and inheritance of intangible cultural heritage can be protected and inherited., expand from the technical and artistic level to the academic level, in order to promote the practical direction of intangible cultural heritage.

At the same time, based on the objective reality that many intangible cultural heritage subjects currently lack corresponding professional teachers, we summarize the mature practices in some places in recent years, such as hiring representative inheritors of intangible cultural heritage at all levels and types as part-time teachers or even professional professors, allowing them to combine existing skilled practical teaching in related majors and pioneering inheritance education in newly established related majors, go to the campus, step onto the podium, personally teach and appear to demonstrate relevant specialized knowledge and professional skills.

It is also a realistic choice and the only way for intangible cultural heritage to "enter campus" in depth.

In order to improve the classroom effect of intangible cultural heritage teaching and speed up the compilation of various intangible cultural heritage textbooks, college teachers should also be encouraged to work closely with intangible cultural heritage inheritors to explore and establish a unique development path for intangible cultural heritage education through mutual assistance in classroom teaching and complementary cooperation in textbook preparation.

For the effective inheritance and in-depth protection of intangible cultural heritage, modern school education is the most potential and effective way.

As the main front and main channel for today's professional skills education and cultural knowledge inheritance, modern school education must be utilized as the main lever and powerful fulcrum for intangible cultural heritage inheritance and protection.

Especially in the face of the asymmetry of information dissemination and the uneven cultural inheritance, including the imbalance in educational content and curriculum settings, many young people today have a widespread tendency to worship foreign things and forget their ancestors.

For example, they are familiar with Beethoven but do not know the blind A Bing.

They are familiar with Hong Kong and Taiwan singers but do not know the name of their great-grandfather.

They like to celebrate Christmas and Valentine's Day but do not understand the connotation of Dragon Boat Festival and the essence of Spring Festival.

Through school education at all levels and types, it has become a top priority to vigorously popularize and inherit intangible cultural heritage knowledge and strengthen the foundation of Chinese culture.

However, the serious erosion of water and soil in many traditional regional cultures has made the protection of many local intangible cultural heritage projects, including the specialized training of opera, folk art and folk song actors, starting from learning local dialects, that is, rebuilding their own cultural vegetation.

Worrying phenomenon.

This shows that the inheritance and dissemination of intangible cultural heritage should be comprehensively and systematically incorporated into modern school education, so that it can truly be deepened into "curriculum","teaching materials" and "classroom" in the process of "entering campus", and then how urgent and important it is to penetrate into the brains and hearts of young people.

To sum up, the inheritance and protection of intangible cultural heritage is a grand undertaking that will contribute to the present and benefit the future."Entering campus" is an idea and practice, a strategy and means of intangible cultural heritage protection.

Therefore, it must be enriched and expanded, deepened and improved.

The special functions of school education determine that it has the natural responsibility and objective conditions to inherit and protect intangible cultural heritage; the ultimate goal of intangible cultural heritage protection determines that school education is the main way and effective means to inherit intangible cultural heritage; The ideal original intention of intangible cultural heritage protection is to protect the diversity of human culture and rebuild the lofty pursuit of correct cultural values.

It determines that only by sowing good seeds of intangible cultural heritage protection in the hearts of young people and building a long-term mechanism for intangible cultural heritage inheritance can it be the most profound and effective way to protect intangible cultural heritage.

Intangible cultural heritage "entering campus" is therefore both a realistic means and a long-term plan; it is not only a necessity for intangible cultural heritage protection, that is, cultural inheritance, but also a necessity for educational reform, that is, talent training.

(The author is the director of the Quyi Institute of China Academy of Art)