文化遗产活态传承从校园起步

Core Viewpoint - The development plan for the Guangdong-Hong Kong-Macao Greater Bay Area emphasizes the importance of cultural heritage and its integration into higher education, particularly in enhancing aesthetic education and cultural identity [1]. Group 1: Cultural Heritage and Education - The Greater Bay Area's strategy calls for the creative transformation and innovative development of traditional cultures, including Lingnan, Cantonese, and Hakka cultures [1]. - Guangdong Province, as a major holder of intangible cultural heritage (ICH), has 165 national-level ICH projects, which serve as unique resources for the construction of a "cultural bay area" [1]. - The integration of ICH resources into higher education aims to enhance aesthetic education while fostering cultural identity and heritage [1][2]. Group 2: Characteristics of Dongguan's Intangible Cultural Heritage - Dongguan's ICH includes traditional crafts, performing arts, and folk activities, reflecting the wisdom and artistic beauty of daily life [2]. - The ICH is deeply rooted in the pragmatic and commercial spirit of Lingnan culture, showcasing beauty through craftsmanship and natural respect [2]. - The aesthetic qualities of Dongguan's ICH, such as the "craftsman aesthetics," highlight the pursuit of excellence in production activities [2]. Group 3: Challenges in Integrating ICH into Higher Education - Current challenges include the superficial integration of ICH into aesthetic education, with a need for deeper connections to the diverse cultural landscape of the Greater Bay Area [4]. - Issues such as fragmented curricula, weak teaching resources, and insufficient collaboration between schools and public cultural venues hinder effective integration [4]. - Initial efforts to incorporate ICH into higher education are underway, with some elective courses and student organizations engaging in ICH activities [4]. Group 4: Proposed Strategies for Integration - Development of general ICH courses that invite representative inheritors to teach, utilizing a mixed teaching model that combines traditional skills with digital resources [4][6]. - Creating immersive cultural experiences by transforming campus spaces into ICH exhibition areas and integrating ICH elements into various campus activities [5][6]. - Establishing ICH workshops that implement a dual-mentor system, combining traditional skills with academic research to foster a comprehensive understanding of cultural heritage [6].