Preservation of Intellectual Heritage via Education Management

Abstract

This paper aims to explore the current status and challenges of the development of intangible cultural heritage (ICH) courses. Since 2017, academic research on the topic of intangible cultural heritage has experienced exponential growth. China's urbanization, aging population, and the younger generation's insufficient awareness of traditional culture have placed its intangible cultural heritage at risk of disappearing. School education, as a vital means of cultural heritage transmission and preservation, places curriculum development at the core of the educational field. By systematically introducing the history, value, and significance of intangible cultural heritage, it can effectively enhance both student and public attention to cultural heritage. This paper evaluates the Chinese government's policies on intangible cultural heritage protection and discusses the challenges and suggestions for improvement in curriculum development within this process. Furthermore, the study conducts a survey to analyze the attitudes of art teachers and school administrators at public elementary schools in Nanchong City toward ICH art courses, providing empirical evidence for the development of local ICH art curricula. The findings suggest that, although intangible cultural heritage content has not yet been fully integrated into the curriculum, most respondents support the development of such courses. Through a systematic review of the literature and survey data, this study aims to offer both theoretical support and practical advice for safeguarding intangible cultural heritage and ensuring its effective transmission through the school system.