Children are the inheritors of national cultural blood and carriers of cultural genes. Children's understanding of cultural heritage begins with their families, such as Tujia and She, who have languages but no mother tongue. Their culture is passed down from mouth to mouth, and their children began the process of cultural inheritance and acquisition from birth.

This relationship between family and cultural inheritance is one of the oldest and strongest relationships of human beings. But now, this relationship has shown signs of loosening.

In the process of China's modernization, a large number of rural surplus laborers have moved to cities, and many migrant workers have left their children in the countryside, resulting in a large number of "left-behind children".

Taking Yanbian Korean Autonomous Prefecture of Jilin Province as an example, the number of young and middle-aged migrant workers for many years is about 65,438+10,000, of which Koreans account for 80%, and there are more than 30,000 left-behind children, among whom more than 85% of students in individual schools and classes are left-behind children. In the central and western regions, left-behind children have also formed a huge group, many of whom are ethnic minority children.

This trend of population movement has brought about changes in cultural ecology, and the family inheritance mode of national culture has been impacted unprecedentedly. Some young adults start businesses in economically developed areas, settle down after marriage, and live in a city without their own cultural background, so it is more difficult to maintain national traditional habits. Cultural ecology is non-renewable, and once the traditional ties are cut, it is more difficult to pick them up again.

Another influence comes from the centralized operation of boarding schools. In some rural areas, boarding schools for lower grades have been launched, and students in the third grade of primary school are basically required to board in complete primary schools in their respective towns. In this way, students' learning conditions have indeed improved, but the long-term boarding life has greatly reduced the contact between ethnic minority students and their families, making the personal behavior and experience of children who were originally attached to their own culture increasingly weak, and their sense of identity with their own nation has also weakened.

This situation has aroused the concern of many people of insight.

Can school education carry the banner of cultural inheritance?

Due to the lack of family education, people turn more attention to school education. In many schools, the education of national culture has also begun.

Mingde National Middle School in Kunming, Yunnan Province educates students by offering courses such as "national common sense", "national culture" and "Arabic basics", and forms a distinctive school-based curriculum system (the current curriculum is divided into national curriculum, local curriculum and school-based curriculum, that is, school-based development curriculum); Guiyang Ethnic Middle School in Guizhou Province has incorporated school-based courses such as ethnic knowledge, ethnic sports, ethnic songs and dances, and ethnic handicraft production into the teaching plans of all grades. All the students in the school 1000% can be influenced by excellent ethnic culture. The Sixth Middle School of Yinchuan City, Ningxia Autonomous Region took the opportunity of large-scale school activities and routine activities to carry out a series of national cultural activities. Nantong Tibetan National Middle School in Jiangsu Province takes Tibetan language course as a compulsory course for students, and carries out ethnic historical and cultural education and ethnic festivals, so that these Tibetan students who are thousands of miles away from their parents can also feel the strong ethnic and cultural atmosphere.

However, the reporter learned that there are still many problems to be solved in the school inheritance of national culture.

First, there is a shortage of teachers.

The key to the inheritance of national culture lies in teachers. In many ethnic schools, the problem of teachers is a prominent one.

Miancheng Huimin Middle School in Xiantao City, Hubei Province is facing such a problem: "We don't have professional ethnic teachers. Teachers who teach ethnic culture courses are basically part-time teachers, and even fewer teachers really understand the cultural connotation of Hui nationality. There are no well-trained teachers at all, and the teaching methods are still very boring. "

In Xining City, Qinghai Province, due to the lack of teachers with relevant teaching ability, some ethnic schools have given the mosque the task of offering Arabic classes, and the imam of the mosque will educate the students on the popularization of knowledge.

Teachers in ethnic schools in rural and remote mountainous areas are already weak. It is a great test for local education administrative departments and schools to solve the problem of teachers for ethnic culture courses.

Second, the language crisis

Language is the carrier of culture. Every language contains a nation's unique cultural wisdom and profound and complex national feelings. For many ethnic minorities in China, the national language is their oldest and most brilliant achievement, and it is the main expression of their creativity from generation to generation.

In order to protect national languages, China has implemented bilingual education in ethnic areas with mature conditions. For example, Xinjiang, Inner Mongolia, Yanbian, Jilin, Tibet and other places have carried out bilingual teaching and achieved certain results. The excavation and arrangement of ethnic publications has also achieved remarkable results.

But in other places, the inheritance of national languages is worrying, and many languages are now becoming endangered languages. For example, in Manchu, about 100 people can speak Manchu, while less than 50 people are proficient in Manchu, and most of them are older.

Gao, president of Qiqihar National Middle School in Heilongjiang Province, said: "When I was a child, I lived in a natural village of Daur nationality. Children of Daur communicate in their mother tongue, and even children of other nationalities such as Han nationality can communicate in Daur language. Nowadays, in ethnic areas, Han brothers in their forties can still communicate in Daur, but Daur teenagers rarely speak their mother tongue, and the dominant language of interpersonal communication has completely become Chinese. "

The Daur nationality has no written language of its own, so the inheritance of language is facing greater challenges. Also in the northeast, Hezhe language is not recorded in writing. Now there are more than 20 people who can speak Hezhe language and understand Hezhe history. In China, there are 29 ethnic groups, such as Daur and Hezhe, which have only languages but no characters.

The crisis of national language partly comes from the lack of correct cognition of national members about their own language and culture, and they think that the weak position of their own nation is caused by culture, resulting in the psychology of being ashamed of their national identity, which leads to the unfamiliarity of their "mother tongue", ignorance of their own history and culture, and even extreme indifference.

The crisis of national language also stems from the pressure of social economy. In the increasingly severe employment situation, the export problem after learning national languages is the focus of teachers and parents. In recent years, influenced by the trade between China and South Korea, Korean has become a hot topic, and some Han students have even transferred to Korean schools to study. However, the learning of other national languages is not so optimistic. Some ethnic minorities think that their language is not practical and has no value, so they abandon their language and culture and switch to another language. A large number of students from ethnic schools also flowed into Han schools. This phenomenon is not uncommon even in ethnic minority areas where bilingual teaching is carried out.

Under the background of globalization and modernization, it is a very important proposition that how to change the concept of ethnic group members and form "cultural consciousness" so that national languages can be passed down better.

Third, insufficient attention has been paid.

Schools are the main positions for the inheritance of national culture. However, in many places, the development of ethnic schools is very difficult and has not received due attention. With the popularization of centralized education, many ethnic schools are in danger of being merged. Some ethnic schools have changed their names under the pressure of survival.

From the perspective of cultural inheritance, the current national policy tilt is not strong and the financial support is not enough. The development of school-based curriculum of ethnic culture, the training of teachers and the development of ethnic cultural activities are all inseparable from the support of funds, but there is not enough funds to guarantee it at present. The inheritance of ethnic culture in ethnic primary and secondary schools is still in the spontaneous stage and has not been paid attention to by relevant departments. In addition, ethnic areas are relatively poor and difficult to develop. In many places, there is a lack of overall planning for the school inheritance of national culture.

Fourth, inheritance confusion.

National culture includes a nation's history, geography, customs, traditional customs, lifestyle, literature and art, code of conduct, way of thinking, values and so on. In school inheritance, how to sort out these contents, how to define the scope of inheritance, and which cultures can inject elements of the times to make them go further are all difficult problems that plague ethnic schools.

In areas where ethnic minorities live together, how to exert the attraction of ethnic culture to students, how to solve the problem of students, how to deal with the influence of current exam-oriented education, and how to solve the contradiction between the inheritance of ethnic culture and the improvement of enrollment rate are the most headache problems for principals of ethnic schools in these areas. Some ethnic school leaders lack national feelings and ignore the responsibility of inheriting, promoting and protecting national culture. Some people think that the introduction of national culture into the campus is a show, a formalism, and the measures to inherit national culture are not effective.

In the mode of inheritance, how to break through the existing mode, let the carrier of inheritance penetrate from the dominant to the recessive, and let the essence of national culture really blend into the blood of minority students, not just glamorous cultural performances, is another difficult problem.

Before school education can give full play to the important function of inheriting national culture, it is more urgent to protect the original ecological cultural atmosphere in ethnic areas. Before some traditional national skills that focus on memory and oral teaching are on the verge of disappearing, how to train successors and how to realize the docking with school education tests the determination and wisdom of the government and schools.

Culture is the root of a nation. If a nation completely loses its cultural tradition, then it also loses its meaning of existence. Many developing countries and nations have experienced great changes in their economic development, and their traditional culture has also experienced the process from being ignored to returning. We should draw lessons from the past, make full preparations for the protection and inheritance of culture, solve the problems in inheritance in time, and embark on a road of sustainable development.