让非遗“活”在校园｜中国非遗文化的美育密码与教育价值-名品网

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中国非物质文化遗产（以下简称“非遗”）是中华文明五千年的“活态基因库”，是流淌在民族血脉中的文化记忆。

从婉转的昆曲到精巧的刺绣，从热闹的庙会到古老的节气习俗，非遗不仅是技艺与艺术的传承，更承载着中国人的精神信仰与生活智慧。

如何让这些文化瑰宝走进校园，成为滋养青少年成长的“精神养分”？

新益旗下Cre8te Edu格美睿教育以美育工坊与研学实践为桥梁，携手学校共同探索非遗传承的“教育新路径”。

解读中国非遗——千年文明的“活态密码”

非遗，全称“非物质文化遗产”，根据联合国教科文组织定义，指被社区、群体视为文化遗产组成部分的社会实践、仪式、节庆、传统手工艺、表演艺术等，其传承依赖“人”的代际传递。

全国国家级非遗代表性项目1557项，列入联合国教科文组织人类非物质文化遗产代表作名录项目44个，位居世界第一。

非遗的三大核心特征：

1. 活态传承：非遗不是博物馆里的文物，而是通过匠人、艺人、民俗活动“活”在当下。

2. 社区认同：根植于特定地域与族群，如侗族大歌之于黔桂侗寨，龙泉青瓷之于浙江龙泉。

3. 文化韧性：在现代化冲击下依然葆有生命力，如端午节从祭祀走向全民文化节日。

比如：

技艺类：扎染、苏绣、景泰蓝、剪纸、木版年画

表演类：昆曲、皮影戏、京剧、新疆木卡姆

民俗类：二十四节气、妈祖信俗、彝族火把节

学生剪纸作品《中国龙》

非遗文化进校园的重要意义

非遗不仅是传统文化的载体，更是青少年文化自信、创造力与综合素养培育的天然课堂。

1. 文化自信的“启蒙课”

非遗中蕴含的工匠精神（如“一生只做一件事”的锔瓷匠人）、天人合一理念（如节气与农耕智慧），能让青少年直观感受中华文明独特的价值观。

比如：学生通过制作一盏传统花灯，理解“灯影里的中国美学”；学唱一段昆曲，体会“百戏之祖”的文学性与声韵美。

2. 跨学科学习的“实践场”

非遗项目可无缝链接语文、历史、艺术、科学等学科：

艺术：探秘敦煌莫高窟壁画元素，理解千年敦煌美学艺术发展；

化学：从草木染学习酸碱反应，从酿酒工艺了解发酵原理；

语文：通过民间故事采风，提升叙事与写作能力。

3. 德育与美育的“融合剂”

非遗传承中的“师徒制”强调尊师重道、持之以恒；集体仪式（如舞龙舞狮）培养团队协作意识。

美育价值：非遗的线条、色彩、节奏（如剪纸的对称美、鼓乐的节奏感）能唤醒学生的审美感知力。

4. 创新传承的“孵化器”

鼓励学生用现代视角重构传统：用编程设计非遗主题游戏、用短视频记录手艺人的一天，让非遗“潮”起来。

学生表演京剧《小放牛》

格美睿教育Q Studio：

非遗美育课程与研学的创新实践

格美睿Q Studio以“艺术、文化、创新”为核心，重视课程实践性和未来可持续性，构建“课堂认知—实践体验—创新转化”三位一体的育人模式，让非遗真正融入校园生活。

1. 非遗美育课程：系统性赋能文化认知

课程设计理念：

分级体系：小学（趣味手作）、初中（文化探究）、高中（创新设计），适配不同学段认知水平。

跨学科融合：以非遗项目为支点，串联多学科知识点（如结合民族娃衣制作讲解民族技艺的发展历史）。

在地化特色：因地制宜选择非遗主题（如北方学校侧重竹编、剪纸、泥塑，南方学校侧重刺绣、龙舟）。

PBL教学形式：以项目制学习（PBL）和探究式学习（IBL）为核心，让学生成为探究的主体，通过解决真实问题，深度参与非遗文化的传承与创新。

课程案例：

《小小“非遗”传承人》

学生化身“非遗小匠人”，学习苗族、藏族服饰纹样设计，体验古法剪裁与蜡染技艺，亲手制作民族风娃衣与配饰。课程融合历史、艺术与手工，让孩子在针线穿梭间触摸文化温度。

《中国蓝：传统染布手作课》

从扎染、蓝晒到蜡染，学生用旧衣物改造创意作品，在实践中理解可持续的环保理念，感受传统工艺与现代设计的碰撞。

成果转化：

优秀文创作品通过线上商城、博物馆等平台销售，学生收获版权收益，完成从“学习”到“创业”的全流程体验。

Q Studio 非遗主题美育课

2. 非遗主题研学：沉浸式体验文化魅力

格美睿联合非遗传承人、文化学者，打造“行走的非遗课堂”：

敦煌研学路线：

深度体验：学生可参与敦煌壁画临摹、学习敦煌鼓乐、体验传统绘画技艺。

文化对话：与敦煌文化专家面对面，聆听“壁画背后的故事”，感悟丝路文化的博大精深。

创新任务：设计敦煌主题文创，策划校园非遗展览，推动文化传播。

Cre8te Camp 敦煌研学

3. 校园非遗活动：让文化传承“常态化”

非遗社团：开设剪纸社、娃衣社，常态化开展活动。

文化节策划：协助学校举办“非遗游园会”，设置糖葫芦DIY、脸谱绘制、投壶等互动摊位。

成果展示：学生作品可转化为校园文创礼品、公益拍卖品，反哺非遗保护。

Q Studio 民族娃衣作品

携手学校，共建非遗美育生态圈

格美睿期待与更多学校合作，通过以下方式共同推动非遗进校园：

1. 课程定制：根据学校地域特色、学生年龄定制非遗美育方案。

2. 师资培训：为教师提供非遗教学培训包（含课件、教案、工具材料）。

3. 资源链接：对接非遗传承人、博物馆、文化基地，搭建实践平台。

4. 成果共创：联合举办非遗成果展、文创产品设计大赛、学生作品义卖，扩大社会影响力。

合作学校：

1. 与北京德闳学校合作开设“Q Studio美育创新工坊”，学生设计的“敦煌飞天Q版萌化”作品获敦煌文创产品设计大赛一等奖“飞天筑梦奖”。

学生文创产品设计作品

2. 与济南开元学校合作，开展“敦煌纹样手工课”师资交流培训，帮助老师将传统文化带入课堂，推进校园美育浸润。

3. 与朝阳凯文合作，助力学校开展“遇见·中轴”校园文化活动，“Q Studio非遗新韵”糖葫芦diy活动深受家长和孩子们喜爱。

非遗的传承，不仅关乎技艺存续，更关乎民族文化的未来。

格美睿Q Studio愿做一座桥梁，连接非遗的“过去”与“未来”，让青少年在触摸、体验、创造中，真正理解“何以中国”。

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以心相许，做好美育

Cre8te

March

2025/3/18

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Chinese Intangible Cultural Heritage (referred to as "ICH") is the "living gene bank" of the five-thousand-year Chinese civilization. ICH embodies not only the craftsmanship and artistry,but also the spirituality and wisdom of the Chinese people. So how to bring these cultural treasures into campuses and nourish the younger generation?

Cre8te Edu, a subsidiary of Cre8te, bridges aesthetic education workshops and experiential learning through Gemeirui Education.

Decoding Chinese ICH - The "Living Code" of the Ancient Civilization

ICH, the full name of which is "Intangible Cultural Heritage", according to the definition of UNESCO, refers to social practices, rituals, festivals, traditional handicrafts, performing arts, etc. that are regarded by communities and groups as an integral part of their cultural heritage. Its inheritance relies on the transmission among generations. There are 1,557 national representative ICH items in China, and 44 items have been inscribed on the UNESCO Representative List of the Intangible Cultural Heritage of Humanity, ranking first in the world.

Three Core Characteristics of ICH:

1.Dynamic Inheritance: ICH is not an antique in the museum，it "lives" among craftsmen, artists, and folk activities.

2.Community Identity: Rooted in specific regions and ethnic groups, such as the Dong Chorus and Traditional Firing Technology of Longquan Celadon.

3.Cultural Resilience: The capability to still maintain its vitality in modern society, such as the Dragon Boat Festival evolving from a sacrificial ceremony to a national cultural festival.

For example:

Traditional Craftsmanship: Tie-dyeing, Su Embroidery, Cloisonné, Paper-cutting

Performing Arts: Kun Opera, Shadow Puppetry, Peking Opera

Folk Customs: 24 Solar Terms, Torch Festival of the Yi Ethnic Group

Students' Papercutting Artwork "Chinese Dragon"

The Importance of ICH Culture Entering Campuses

ICH is born to be the classroom for cultivating teenagers' cultural confidence, creativity, and comprehensive qualities.

1.Raise the Awareness of Cultural Confidence

Teenagers are able to experience the unique values of Chinese civilization that are embodied in ICH，such as the craftsmanship spirit and the concept of harmony between man and nature.

Case: Students can understand the "Chinese aesthetics in the light and shadow" by making a traditional lantern; and experience the beauty of Kun Opera, known as the "ancestor of all operas", by learning to sing a section of it.

2.The "Practice Field" of Interdisciplinary Learning

ICH projects can be seamlessly connected with Chinese, History, Art, Science，and other disciplines .

Art: Explore the mural of the Dunhuang Mogao Caves and understand the development of Dunhuang aesthetic over thousands of years.

Chemistry: Learn about acid-base reactions from Plant Dyeing，and understand the fermentation process from the wine-making technology.

Chinese: Improve narrative and writing skills through collecting folk stories.

Students Perform Peking Opera "The Little Cowherd"

Cre8te Edu Q Studio: Innovative Practices of ICH Aesthetic Education Courses and Research Studies

With the concepts of "Art, Culture，and Innovation" Q Studio values the practicality and sustainability of our courses.Cre8te Edu is committed to integrating ICH into school courses by constructing a trinity education model of "Classroom Cognition - Practical Experience - Innovative Transformation" .

1.ICH Aesthetic Education Courses: Systematically Empowering Cultural Cognition

Course Design Concepts:

Course Stratification: Primary school (Simple Handicrafts), Junior high school (Cultural Exploration), Senior high school (Innovative Design)

Interdisciplinary Integration: Connecting multi-disciplinary content with ICH projects (such as combine ethnic handicrafts with clothes design class).

Localized Characteristics: Customizing courses according to local characteristics. For example, northern schools prefer bamboo weaving, paper-cutting, and clay sculpture, while southern schools prefer embroidery and dragon boat.

PBL Method: Implementing project-based learning (PBL) and inquiry-based learning (IBL) , enabling students to deeply participate in the inheritance and innovation of ICH culture by solving real problems.

Course Cases:

"Little ICH Inheritors Class"

Allow students to be "little ICH craftsmen", learn the typical pattern of Miao and Tibetan ethnic costumes，and make their own ethnic-style doll clothes.

"Chinese Blue: Traditional Cloth Dyeing Handicraft Class"

Through tie-dyeing, cyanotype and batik process, students transform old clothes into creative art pieces, while having a deep understanding of traditional craftsmanship and sustainability .

Achievement Transformation:

Excellent art pieces can be sold online. Students will receive copyright payment and fully experience the process of starting a business.

Q Studio ICH Themed Course

2.ICH-based Field Trip: Immersive Experience of Cultural Treasure

Dunhuang Field Trip Route:

In-depth Experience: Students can participate in the copying of Dunhuang Murals, learn Dunhuang drum music, and experience traditional painting techniques.

Cultural Dialogue: Students can have a face-to-face conversation with Dunhuang cultural experts, listen to the stories behind the murals, and appreciate the profoundness of the Silk Road culture.

Innovative Tasks: Students can have the chance to design Dunhuang-themed cultural and creative products, and curate a ICH exhibition on campus.

Cre8te Camp DunHuang

3.ICH Activities on Campus: Making Cultural Inheritance "Normalized"

ICH Clubs: Establish paper-cutting clubs and doll clothes clubs, and organize diverse activities regularly.

Cultural Festival Planning: Assist schools in holding "ICH Garden Fete", during which students can experience sugar painting, facial makeup painting, and pot-throwing activities.

Achievement Display: Students' works can be transformed into campus cultural and creative gifts or non-profit auction items to support the protection of ICH.

Q Studio Ethnic-Inspired Children's Garments

Collaborate with Schools to Build an ICH Aesthetic Education Ecosystem

Cre8te Edu looks forward to cooperating with more schools and promoting the entry of ICH into campuses through the following ways:

1.Course Customization: Customize ICH aesthetic education plans according to the geographical characteristics of schools and different stages of students.

2.Faculty Training: Provide teachers with ICH teaching training packages (including courseware, teaching plans, and tool materials).

3.Resource Linkage: Connect with ICH inheritors, museums, and cultural bases to build a practice platform.

4.Achievement Co-creation: Jointly host ICH achievement exhibitions,design competitions, and charity sales of student works to expand social influence.

Cooperation Cases:

1.Cooperated with Dehong International Chinese School to establish an "Aesthetic Education Innovation Workshop", and the "Dunhuang Flying Apsaras" artwork designed by student won the first prize of Dunhuang Cultural and Creative Product Design Competition.

Student-Designed Cultural and Creative Products

2.Cooperated with Jinan Foreign Language Kaiyuan International School to organize faculty exchanging and training project for the "Dunhuang Pattern Handicraft Class" to help teachers bring traditional culture into school courses.

3.Cooperated with Chaoyang Kaiwen Academy to host the "Encounter Central Axis" campus cultural activity. The "Q Studio New Rhyme of ICH" Candied

Hawthorn DIY activity was highly commended by parents and students.

The inheritance of ICH impact not only the continuation of skills but also the future of our culture.

Cre8te Edu Q Studio is willing to enable teenagers to truly understand "How China Came into Being" via touching, experiencing, and creating.

Cre8te Edu

Explore the interconnections

between nature, society,

humanity, and creativity.

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