转自：全国政协 让民族团结的种子在孩子们心中生根发芽 全国政协委员，甘肃省肃南裕固族自治县第三中学副校长 贺颖春 统筹：高宇翔 编辑：李泽杰 在思政课教学创新上，我组织教师团队深挖本土资源，把祁连山先辈各族同胞共同开发祁连山、守护家园的发展故事融入课堂，引导学生深刻理解"五个 认同"的内涵。为了让民族文化与中华文化深度交融，我们开发了具有当地特色的校本课程，邀请非遗代表性传承人进校园，手把手教学生绣制头面、传 唱民歌。当孩子们用彩线绣出融合了中华纹样的民族服饰饰品时，我知道，文化认同已经成为他们成长的底色。 履职的核心在于解决问题、推动实践。为了让民族团结教育走出课堂、走向社会，我充分发挥政协委员的联络优势，联动社区、文旅部门、祁连山生态保 护站等多方力量，为学生搭建多元化的实践平台。在校园里，我们将民族传统体育项目与现代篮球比赛结合，让各民族学生在竞技中增进情谊；在数字化 教室，我们搭建"云端结对"平台，组织学生与省内外学校开展民族团结主题分享会，让山海相隔的青少年实现文化互鉴。 我牵头组建的学校"石榴籽"合唱团，是近些年履职的重要实践成果。合唱团里有戴着裕固族头面的小姑娘，有说着流利普通话的各族少年，不同 ...

Core Viewpoint - The rapid development of digital technology provides a broad space for the inheritance and development of excellent traditional Chinese culture, emphasizing a deep integration of culture and technology for innovative transmission and support for technological innovation [1][2]. Group 1: Content Innovation - The key to innovatively inheriting traditional Chinese culture lies in finding the intersection between traditional culture and contemporary needs, utilizing digital technology to present a new image that resonates with modern audiences [1][2]. - High-quality cultural works should attract audiences through refined expressions of traditional culture, using formats like series and thematic presentations to maintain the essence of traditional culture while making it more accessible [2]. Group 2: Content Presentation - Digital technology should be leveraged to create interactive applications and cultural products related to traditional Chinese culture, such as online games, animations, and audio books, to modernize and popularize traditional culture [2][3]. - Cultural exchange digital platforms should be established to enhance the visibility of digital performances and cultural events, utilizing modern communication methods to engage audiences in cultural experiences [2][3]. Group 3: Content Distribution - Lightweight cultural content should be promoted based on the characteristics of different distribution platforms, such as Xiaohongshu focusing on lifestyle integration and Douyin emphasizing immediate engagement through storytelling and interactive media [3]. - The optimization of cultural experiences through digital technology allows for immersive and interactive connections, enhancing the overall cultural experience for audiences [3][4]. Group 4: Technological Integration - The integration of advanced technologies like VR and AI can create realistic learning experiences of traditional Chinese culture, allowing audiences to engage with historical contexts in a more tangible way [4]. - Utilizing generative AI tools can foster a collaborative ecosystem for traditional culture dissemination, enabling users to create content that promotes digital civilization and enhances the influence of traditional culture in the digital age [4].

Group 1: Educational Support and Reform - The article highlights the educational support provided to Ganzi Prefecture, where various assistance teams from Zhejiang and other regions have been deployed to improve local education through curriculum reform, teacher training, and information technology development [5][8] - The implementation of "school-based courses" tailored to local cultural contexts has been emphasized, with teachers creating bilingual materials that resonate with students' backgrounds, such as integrating Tibetan proverbs and local flora and fauna into lessons [6][7] - The establishment of a "one school, one policy" approach has led to the development of unique course systems in local schools, enhancing students' learning experiences and increasing graduation rates [8] Group 2: Teacher Development and Collaboration - The article discusses the creation of "master teacher studios" aimed at enhancing the capabilities of local teachers through mentorship and collaborative teaching practices [9][10] - A significant challenge noted is the limited number of support teachers available, with only around 200 teachers assisting multiple local educators, necessitating innovative solutions to maximize impact [10] - The article mentions the establishment of 46 "master teacher studios" to facilitate ongoing professional development for local teachers through workshops, lectures, and peer observations [10][11] Group 3: Remote Education Initiatives - The introduction of online courses has been a key strategy to bridge educational gaps caused by geographical barriers, with over 367 schools benefiting from remote education initiatives that have reached more than 100,000 students [12] - The "dual-teacher classroom" model has been adopted to ensure that local teachers can support students in understanding content delivered by remote instructors, thereby enhancing both student learning and teacher skills [12] - The article emphasizes the importance of integrating external educational resources with local teaching practices to ensure sustainable development of educational quality in Ganzi Prefecture [12] Group 4: Vocational Education Collaboration - The article outlines a vocational education collaboration mechanism between Ganzi and Zhejiang, aimed at providing more career opportunities for students from remote areas [13][14] - The "2+1+2" segmented training model allows students to receive local training followed by further education in Zhejiang, addressing the mismatch between regional educational resources and labor market needs [14] - This initiative has enrolled 240 students, with a focus on aligning educational outcomes with the demand for skilled labor in economically developed regions [14]