Traditional Culture Education Research Articles

Analysis on the Path of Traditional Culture Education into Dance Teaching in Colleges and Universities

Analysis on the Path of Traditional Culture Education into Dance Teaching in Colleges and Universities

Strengthening Chinese Excellent Traditional Culture Education in College Cultural Quality Education

China's excellent traditional culture occupies a central position in the national cultural system. It can stimulate the spirit of college students to a certain extent, and it will create a sense of national pride and a sense of mission to build a great China. By adding traditional cultural elements to college cultural education, it can help college students to improve their personality, and at the same time, it is also an important condition for realizing their all-round development, and is a powerful measure to improve college students' cultural identity. Some colleges and universities have incorporated Chinese excellent tradition into education and teaching, but they have to deal with various problems such as the shortage of teachers, the low theoretical quality of teachers, and the weak foundation of traditional culture on campus. Based on the four perspectives of school, teachers, students and campus environment, exploring and exploring effective measures to implement and promote Chinese outstanding traditional culture education can provide a guarantee for the good development of Chinese excellent traditional culture education.

The Cultivation of Good Family Tradition is the Implication of the Excellent Traditional Culture Education of College Student

The Cultivation of Good Family Tradition is the Implication of the Excellent Traditional Culture Education of College Student

Voices of Atayal People: Indigenous Cultural Memory in Modern Taiwan Society

When talking about Indigenous culture in the 21 st century, it is important to understand the Taiwan Indigenous People and their ways of cultural practices. This study used ethnographic inquiry as a qualitative approach for a total of 11 people from an aboriginal tribe called, Tayal (Atayal) in northern Taiwan. Data sources include: (1) Tape-recording in Mandarin Chinese, Tayal language, and English from the research participants; (2) Community event observations; and (3) one-on-one interviews. This study revealed that preservation of Tayal heritage, language, culture and social lifestyle structure in the 21 st century and beyond is a major concern and deeply important to Tayal communities and individuals. An effort to construct an authentic Tayal traditional culture education program seems to have significant benefits for not only Tayal children, families, communities, but for the Taiwanese society as well.

Research on the Predicament and Countermeasures of College Students’ Humanistic Education from the Perspective of “New Engineering”

New Engineering is relative to traditional engineering. One of the important objectives of New Engineering construction is to cultivate high-quality engineering talents with both morality and ability, so as to provide intellectual support for China’s industrial development and international competition. We should strengthen the humanistic education of undergraduate engineering talents under the background of New Engineering. At present, there are some problems in humanistic education of Engineering students, such as ideology, curriculum design, teachers’ humanistic accomplishment, classroom teaching methods and traditional cultural accomplishment. Therefore, under the background of New Engineering, we should rebuild educational concept, optimize curriculum, improve teachers’ quality, improve evaluation methods, and strengthen excellent traditional culture education for engineering students.

The Contents and Approaches of Chinese Traditional Culture Education for College Students

The Contents and Approaches of Chinese Traditional Culture Education for College Students

Effective Paths to the Traditional Culture Education of Ethnic Minority University Students from the View of “Belt and Road Initiative”

The essence and spiritual qualities of traditional Chinese culture are the crystallization of our nation’s wisdom and wisdom, and are also a symbol of the wealth left over by the sons and daughters of the Chinese nation over the ages. For our country with 5,000 years of civilization, the status and importance of traditional culture is indisputable. Chinese traditional culture deeply affects the development of the Chinese nation with its unique charm and long-lasting vitality. Due to the development of economic globalization, traditional culture is facing an increasingly serious crisis. As the future of the motherland, college students must understand the excellent traditional culture of our motherland and establish a scientific outlook on life and values. This article chooses the "Belt and Road Initiative" as the perspective to conduct traditional cultural education for ethnic minority college students. On the one hand, it hopes to improve the ideological and moral qualities of this group. On the other hand, it hopes to carry forward the excellent traditional culture of our nation through this activity. . From this perspective, it is the irresistible responsibility of college students to carry forward the outstanding elements of traditional Chinese culture.

Childhood Educational Implications of Folk Faith

본 연구는 유아전통문화교육의 다양성을 추구하고자 하는데 목적을 두고 이를 위한 기초연구로서 민속신앙 중 가신신앙과 무당굿에 대한 유아교육적 의의를 규명한 것이다. 연구결과 민속신앙 중 가신신앙에서는 우리 민족의 생태적 사고체계를 확인할 수 있었다. 이는 자연생태 뿐 아니라 유아발달에 있어 사회적 맥락을 중시하는 인간생태학 이론과도 관계가 깊다. 둘째, 민속신앙 중 무당굿에서는 굿에서 모셔지는 많은 신들이 이미 유아들에게 친숙한 대상일 뿐 아니라 무속적 세계관과 유아발달 특성이 어느 정도 일치하고 있음을 알 수 있었다. 또한 굿에는 용서와 화해, 치유의 과정이 포함되어 있는데, 이 과정 안에서 유아기 특성 중 하나인 모방에 의한 학습이 이루어질 수 있는 요인들을 발견할 수 있었다. 이상과 같은 연구결과는 민속신앙이 유아교육적으로 활용가치가 있음을 시사하는 것이라 할 수 있다.The purpose of this study is to identify the significance of early childhood education about Deities of House and the Shaman Exorcism among folk beliefs in order to seek the diversity of traditional culture education for infants as a fundamental study. As a result of the study, the ecological thinking system of our people could be found in deities of house. It is deeply related to human ecology theory which considers social context important in infant development as well as natural ecology. Second, in Shaman exorcism among folk beliefs, deities which are not deified by exorcism ceremonies are familiar targets to infants. In addition, Shamanistic world viewpoint and features of child development are quite consistent. In addition, Shaman exorcism includes forgiveness, reconciliation, and process of healing. In this process, factors which can make study by imitation possible as one of features in infancy could be found. These results suggest that folk belief has values of use in early childhood education way.

The development and application of early childhood traditional cultural education program using community resources

본 연구의 목적은 지역사회자원을 활용한 유아전통문화교육 프로그램을 개발하고, 이를 만 5세 유아에게 적용하여 그 효과를 검증하는 것이다. 본 연구의 목적을 수행하기 위해 먼저 지역사회자원과 유아전통문화교육과 관련된 문헌을 검토하고 유아전통문화교육의 실태 및 유아전통문화교육에 대한 유아교육 현장의 요구를 조사하였다. 이를 토대로 프로그램의 시안을 구성하였고, 이후 전문가 협의를 통한 수정 및 보완의 과정을 거쳐 지역사회자원을 활용한 유아전통문화교육 프로그램을 개발하였다. 프로그램의 적용 효과를 알아보기 위해 경기도 H유치원 만 5세반 두 학급의 유아 40명을 대상으로 2017년 8월 14일부터 9월 15일까지 매주 4회씩 총 20회에 걸쳐 연구를 실시하였다. 프로그램 적용 전과 후에 전통문화 인지와 선호도, 지역공동체 의식, 창의적 인성 검사를 실시하였고, 실험집단의 유아들이 비교집단 유아들의 사후검사 점수보다 통계적으로 유의미하게 높은 것으로 밝혀졌다. 이는 지역사회자원을 활용한 유아전통문화교육 프로그램이 유아교육현장에 적용 가능함을 보여주는 것으로, 기존에 이루어졌던 유아전통문화교육과 차별화된 프로그램으로서의 가치가 있음을 시사해준다.

Discourse on nationalism in China’s traditional cultural education: Teachers’ perspectives

Education of Chinese cultural traditions has been endorsed by the central government in Mainland China in recent years. The article presents a study which examined how nationalism advocated in the policy text has been interpreted at the localized level by primary school teachers in Beijing. The study draws on discourse theories as the primary point of reference. The qualitative coding methods and textual analysis were employed to interpret the meanings of 52 interview transcripts of public primary school teachers. The findings reveal a discrepancy between the discourse on nationalism presented by the policy and the discourse used by the respondents. The former exhibited a strong nationalist aspiration. The latter made a discourse of cultural nationalism more explicit, which cherishes the intellectual and esthetic aspects of Chinese cultural heritage, and considers them important in cultivating students’ cultural taste and moral characters. Teachers’ lack of knowledge of the original policy text might be one reason for this discrepancy. Public media also played a significant role in constructing the complexities in their understandings. Its entertaining nature may diminish the importance of sovereignty nationalism in their eyes. The complexity of nationalism in contemporary China seems to go beyond the explanatory power of western theories.

A Summary of Researches on Traditional Cultural Education of College Students

School education should be an important way to inherit and carry forward the fine traditional culture of China. In this paper, the current "traditional culture heritage" education research summary. Aiming at how to realize the function of cultural inheritance in colleges and universities, and how to realize the traditional culture education of college students better.

The Chinese Traditional Culture Education in Colleges and Universities

In the Chinese traditional culture education in colleges and universities is the need of practice the socialist core concept, is the need of Set up the industry, develop talent. Colleges and universities should pay attention to cultivate students "the humanities" spirit, the spirit of "keep integrity", "cultivate one's morality Set up the industry" spirit, the spirit of "harmony between heaven and man", "an unyielding spirit;" Sense of responsibility, good faith consciousness, benefit consciousness and enterprising consciousness.

映像資料를 활용한 多文化家庭의 傳統文化 교육 방안 연구

映像資料를 활용한 多文化家庭의 傳統文化 교육 방안 연구

Cultivating national identity with traditional culture: China’s experiences and paradoxes

ABSTRACT Constructing national identity with collective memory based on traditional culture has long been a policy and research concern. China’s recent revival of its traditional culture, previously denounced by the Communist Party of China (CPC), has caused diverse academic concerns. Yet few studies have addressed how the CPC-led state interacts with domestic actors in cultivating students’ national identity with a previously denounced culture, and what paradoxes lie therein. Documentary review shows that in the process, the state is concerned about creating a consensus around providing traditional Chinese culture (TCC) education, and about maintaining its defining role in designing the project, especially when interacting with diverse actors who had different interests in TCC education.

The Values of Multicultural Education in Munanese Traditional Culture

This study aims to reveal elements of multicultural education in traditional culture of Muna, one of ethnic groups in Southeast Sulawesi, Indonesia, by employing a descriptive qualitative research method. Main informants of the study included maestros of tradition preservation, traditional prominent figures, main figures of the society, and youth figures. Data were collected by conducting participatory observations, in-depth interviews, and focused group discussions. The data were then analyzed by performing data reduction, data presentation, and conclusions drawing. Findings of the study showed that Munanese traditional culture contains values of multicultural education such as appreciation of others’ services and creations, harmoniously living with others, awareness of a fundamental nature of human as a creature subject to weaknesses, advocating the need to exhibit noble characters, recognition and respect of others’ right, high work ethic, and gender neutrality. These values of multicultural education are embedded in taboo tradition, traditional sayings, folklores, and traditional riddles.

A Study on Chinese Traditional Culture Education in China’s Kindergartens

A Study on Chinese Traditional Culture Education in China’s Kindergartens

A Survey of Gratitude Awareness of Chinese College Students

By doing a questionnaire survey of the gratitude awareness situation among the students of one university in Guangzhou, we had an overview of the gratitude awareness of the students. Based on this survey, it is advocated that college students’ gratitude education should be promoted on the basis of Chinese traditional cultural education; disadvantaged students should be paid more attention; teachers should set good examples; and the gratitude education should be enriched to make it more social; etc.

学生主体性导向下的高校国学教育浅析

随着国家对传统文化的日益重视，高校作为教研前沿阵地开展了诸多国学教育活动。但思想活跃、独立而又勇于创新的大学生作为独特的受众群，其主体性却未受到应有的重视。高校国学教育，在功用上应淡化功利主义、祛除神秘主义，引导学生树立正确的国学观；在教学方法上，应注重熟读精思，破除依注讲经，融会贯通，注重联系现实；同时，国学学习不能埋头故纸堆，应拓展实践空间，培养创新性思维。这样，才能真正实现高校国学人才培养和文化传承的目标。 With the increasing emphasis on traditional culture, universities as the forefront of teaching and research carried out a lot of traditional culture education activities. But as a unique audience, the active, independent and innovative college students’ subjectivity has not received due attention. Sinology education in universities should weaken utilitarianism and dispel mysticism, and guide students to establish a correct view of sinology. In teaching methods, sinology education should focus on reading reduplicatively and thinking deeply. We should interconnect the whole subject, integrate theory with practice, but not rely on the comments only. At the same time, sinology education in universities should expand the practice space, and cultivate innovative thinking. In this way, we can truly achieve the goal of college students’ cultivation and cultural heritage.

Traditional culture education for newly recruited nurses establish positive and correct occupational self-concept

Objective To guide new nurses to establish positive and correct occupational self-concept, enhance occupational identity and delay job burnout by adding traditional culture education in the standardized training for newly recruited nurses. Methods Randomly selected 56 new nurses of our hospital in recent years as research objects. 28 nurses enrolled in 2013 formed the experimental group and 28 nurses enrolled in 2014 formed the control group. The experimental group focused on nurses themselves. In the 10-month standardized training, 30 class-hour traditional culture education was added and more than 180 times of social practices were conducted; for the control group, only standardized training was carried out. Effects before and after, all subjects were examined occupational self-concept and desert jobs rate after work 2 years. Results The occupational self-concept of the experimental group tended to reach a positive level, which was (33.14±2.15) points, obviously higher than that of the control group, which was only (30.57±3.03) points. Therefore, the difference was statistically significant (t=3.703 4, P 0.05). Conclusions Adding traditional culture education in the standardized training for newly recruited nurses plays a positive role in promoting their occupational self-concept. Key words: Traditional culture education; Newly recruited nurses; Occupational self-concept

Differentiated Instruction: A Culturally-Congruent Practice

A differentiated instructional approach is being advocated by leaders in education for meeting the needs of learners from diverse backgrounds who demonstrate varying abilities, strengths, and interests. Differentiated instruction (DI) is not a new idea and has a long, rich history of use in Native communities. This article describes the components of DI derived from a three-year curriculum design project, Honoring Tribal Legacies: An Epic Journey of Healing (CHiXapkaid, Inglebret, & Wood, 2014a, 2014b), sponsored by the National Park Service. As part of this project, PreK-12 curriculum materials were designed in a collaborative effort involving tribal and non-tribal educators including a speech-language pathologist (SLP), tribal elders, and representatives of a range of disciplines. The curriculum materials were analyzed to identify underlying themes and associated educational and intervention strategies. Overall, results of this analysis demonstrate how a DI approach aligns with incorporating tribal perspectives into the content, processes, and products of elementary and secondary level curriculum. As members of educational teams, SLPs can play an active role in working with teachers to use culturally-based DI. In this way, we can foster an educational environment that enhances students' beliefs in their capacities to comprehend, learn about, and become active participants in the world around them. To illustrate this, we end with the perspective of Kaid'dub Pavel, a ninth grade student with a profound, bilateral hearing loss and a cochlear implant. Kaid'dub shares his insights into DI, as it relates to his traditional cultural education.