可持续发展教育视域下的区域性资源整合与家校社协同育人实践以小记者口述客家历史传承文化为例
Regional Resource Integration and Home-School-Community CollaborativeEducation From the Perspective of Education for Sustainable Development:A Case Study of Student Reporters' oral Narration of Hakka History and Cultural Inheritance
作者: 曲兵(横琴粤澳深度合作区颂琴小学，广东珠海 519031)
关键词: 可持续发展教育;区域性资源整合;家校社协同育人;客家文化传承;口述历史;学生实践 Education for sustainable development; Regional resource integration; School-family-communitycollaborative education; Hakka cultural inheritance; oral history; Student reporters' practice
摘要:在"讲好中国故事,塑造中华文化形象"的时代号召下,地域文化传承与可持续发展教育的深度融合成为教育创新的重要方向。本研究以可持续发展教育为核心视角,聚焦琴澳地区客家文化传承的现实困境,构建"学校主导、家庭参与、社会支撑"的三位一体协同育人模式。通过组织小记者深入斗门区白石村,对客家竹板山歌市级非遗传承人吴志能等文化持有者开展口述历史实践研究,搜集客家迁徙记忆、生活习俗、传统技艺等资源。研究认为,充分激活家庭在文化传承中的情感紐带作用,协调社区、非遗传人等社会资源,形成全方位育人合力。实践表明,该模式不仅填补了客家地域文化口述资料的空缺,为文化传承保护提供了一手资料,还显著提升了学生的跨学科实践能力,增强了他们的文化认同感与家国情怀，为区城文化资源转化为教育动能提供了实践路径。
Abstract: Under the call of "telling Chinese stories well and shaping the image of Chinese culture", thein-depth integration of regional cultural inheritance and education for sustainable development has become animportant direction of educational innovation. From the perspective of Education for Sustainable Development(ESD), this study focuses on the practical dilemmas of Hakka cultural inheritance in the Zhuhai-Macao area and constructs a trinity collaborative education model of' "school leadership, family participation, and socialsupport". By organizing young reporters to go deep into Baishi Village, Doumen District, oral history practiceswere carried out among cultural holders such as Wu Zhineng, a municipal-level intangible cultural heritageinheritor of Hakka bamboo clapper folk songs. Scarce resources including Hakka migration memories, livingcustoms, and traditional skills were systematically collected and transformed into systematic school-basedcurriculum materials. Studies have shown that, the emotional link function of families in culural inheritancewas fully activated, and social resources such as communities, cultural venues, and intangible cultural heritageprotection institutions were integrated to form an all-round educational synergy, Practice has shown that thismodel not only fills the gap in oral literature of Hakka culture and provides vivid first-hand materials for theprotection of intangible cultural heritage, and also significantly improves students' interdisciplinary practicalabilities, cultural identity and family-country feelings. Meanwhile, it provides a replicable and promotablepractical path for transforming regional cultural resources into educational momentum, realizing multiplebenefits of sustainable cultural inheritance.
