西南民族大学民族博物馆 羌族馆

西南民族大学民族博物馆是新中国最早建立的民族博物馆之一。其中的羌族馆有释比文化和羌族文化综合两个展厅。释比文化展厅通过实物、模型和图片介绍了勒色——祭坛、神龛、释比法器、释比面具、祭祀馍印、释比祭祀活动、释比戏等,同时也展示了释比保护、传承本民族传统文化的情景。羌族文化展厅中不仅展示了与羌族日常生活息息相关的服饰、碉楼、羌笛、生活器皿、狩猎器具,还展示了我馆的珍贵文物——清代的皮铠甲和用水獭皮包制的清代土司服饰,以及羌民族古老的传统妇女节——瓦尔俄足和羌族服饰中的珍品——羌绣。     

基于CAS理论下的羌族民居建筑文化重构策略研究——以四川省汶川县龙溪乡为例

本文以汶川县龙溪乡羌族民居建筑文化作为研究对象,主要包括对该地区羌族民居建筑中所反映出的建筑文化、建筑的外观及内部空间布局设计等内容进行研究。通过国内外多领域、多角度的传统建筑文化保护与民居建筑创作成果,以及传统民居建筑设计实践案例,为羌族民居建筑的建筑文化和建筑创作的认知提供了充分的理论基础和较全面的时空视野。在概念辨析的基础上,运用概念叠加法对羌族建筑文化进行层层分析,从建筑文化传承的角度重新剖析实体构成元素,并勾画出羌族民居建筑文化重构的策略。调查分析羌族新的民族属性和对空间的新的诉求,将CAS理论与羌族建筑文化因素相结合进行解析,并以该理论为指导,对龙溪乡羌族建筑文化因素做出了新的解释,提出了建筑文化传承的新思路。     

羌族刺绣中云纹符号的文化内涵与审美特征

阿坝州羌族文化艺术中的羌族刺绣,作为第二批国家级非物质文化遗产保护名录之一,承载着独具羌族特征的文化信息与艺术审美特征,羌族刺绣中的云纹符号既反映出羌族人民本真的生活写照,同时也体现了羌族文化特质与艺术审美特征.云纹作为最具特色的羌族传统纹饰,变化最为丰富、功能特色最多、对人们日常生活影响最大,在我国的传统纹饰艺术中占有重要的位置.它的文化内涵更多的是一种民族情感的表达方式,变幻无穷的云朵带给人们无限的想象空间,而人们将这种变换无穷的形态总结归纳为云纹,并应用在社会生活的方方面面,从而实现人对原始宗教、原始观念的情绪表达,并产生吉祥、平和、美好的意义,成为代表羌族文明的文化符号象征.本文选取典型的云纹纹样进行比较,研究云纹的造型种类、色彩、构图和表现手法,分析羌族刺绣中云纹的艺术特征,并进行系统的理论阐述,进一步探究云纹所蕴含的民族文化与精神内核.     

百年来羌族宗教研究的回顾与反思

宗教现象是民族学者了解羌族文化的一个极重要的方面，对羌族宗教研究作回顾与反思有重要价值。二十世纪初，英国传教士、民族学者陶然士以传播论为依据，认为羌族是希伯来人的子孙后代和一神论者。三十年代，美国学者葛维汉以鲍亚斯的文化相对主义研究羌族宗教信仰，批评陶然士的观点。中国民族学家胡鉴民以功能论来论证羌族原始宗教是羌族文化的本质。从五十年代到现在，中国民族学者结合了欧美以及我国民族学的传统，对羌族宗教信仰进行研究，基本上与前辈一脉相承。不同之点，过去是筚路蓝缕，现在是日渐茁壮。胡鉴民认为宗教是“羌族文化中最可宝贵的一部分”的概念，促成了一种新形态的研究模式，其影响是深远的。学界对白石崇拜信仰研究已逐渐成为羌族研究里的显学。     

羌区学校教育与羌族传统文化传承研究

羌区学校能有效集中地使用各种资源,采用科学的教学方法和先进的教学手段,将羌族传统文化附着于发展变化中的具有能动性与主动性的学生身上,具有"活化"的功能,是羌族传统文化传承的一种有效途径。羌族拥有独特的丰富的文化资源,并蕴含着极高的教育价值,羌区学校应充分挖掘羌族传统文化的德育、智育、体育和美育方面的教育特质,可以创建羌族特色的校园文化、构建适合于羌族的双语教学模式、开发羌族特色的校本课程、提升教师的民族文化素养、以学校教育带动家庭和社区形成教育合力等方式传承羌族传统文化。     

回族古代宗教建筑的文化艺术特征

本文通过对以清真寺、拱北为代表的回族宗教建筑的考察,目的在于研究回族古代建筑文化的演进过程及艺术特征。一些有着共同宗教信仰的少数民族,其民族文化的特征很多是体现在宗教上,其文化传承和交流也往往以宗教为载体。正是从这个视角,本文认为,中国古代回族清真寺、拱北等建筑形制及装饰特征由初期的阿拉伯风格到中国传统殿宇式建筑群风格的变化,从一个侧面证实了在回族形成过程中伊斯兰文化中国化的演变。     

明清之际回儒对话的特点及启示

在我国历史上,汉族儒家文化作为一种社会主流文化,也作为一种相对先进的封建文化,曾赢得过其他民族的广泛认可,并对他们的文化给予过各式各样的影响,由此不断地增进着我国各民族之间的文化一致性、共同性与亲缘性,这是产生中华民族之凝聚力的一个不能被忽视的历史现象。 回儒对话就是这个历史现象中的一部分。明末清初,正是回回民族意识形成的关键时刻,这时及后来,一批经儒兼通（或曰四教即伊斯兰、儒家、佛和道兼通）的回回伊斯兰学者如王岱舆、马注、刘智和马德新等,在致力于汉文伊斯兰文化译著的同时,也开启了回儒之间长达几个世纪的对话之门。     

羌族体育文化形态与保护性开发策略

羌族体育文化在羌族人的日常生活中是不可缺少的,尤其在缺乏文字记载的时空背景下得到了传承,并融入到中华民族的体育文化发展进程之中;发展羌族体育文化当以适应当代社会发展需求为基础,以保持原生态民族文化为根本,以服务于社会大众;加强羌族体育文化研究,对于保护传承该民族优秀传统体育文化是十分重要的;重点探讨了羌族体育文化的起源和主要形式,并就该民族体育文化的保护性开发进行了策略阐述。     

东乡族宗法文化论

本文分析了东乡族宗法文化的表现形态、主要特点及其成因 ,并在此基础上提出了复合型宗教性宗法文化的概念。作者认为 ,东乡族的宗法文化既受伊斯兰教的深刻影响 ,又具有中国传统宗法伦理思想的一些基本特征 ,因此它实际上是二者交互作用形成的复合型的宗教性宗法文化。虽然这种文化也存在于西北其他信仰伊斯兰教的民族中 ,但它在东乡族中表现得尤为明显 ,并与汉族的宗法文化形成对照。本文的研究为西北少数民族的宗族研究提供了新的视角 ,并在一定程度上与汉族宗族研究形成对话     

广西各民族建筑文化的交融

壮族及其先民创建的干栏式建筑和从中原传入的汉式硬山搁檩式建筑，是广西地区流行的两大民居建筑类型。在长期的历史发展过程中，广西各少数民族不断学习和吸收汉族的建筑技术及其文化，建造硬山搁檩式房屋；汉族也学习和吸收了壮族的干栏式建筑工艺，建造了具有广西地方特点的硬山搁檩式建筑，形成了各民族建筑文化的相互影响与交融，既丰富了我国建筑文化的内容，也促进了广西民族建筑文化的发展。     

现代文明背景下的传统文化传承——以“羌族文化进校园”活动在四川汶川县的实践为例

Modernization and globalization have already become the central themes of contem-porary China. As the carriers of traditional ethnic culture, ethnic minority villages and families have inevitably been involved in this development trend. After school-aged children in ethnic minority fami-lies enter schools, they are separated from their o-riginal cultural environment; meanwhile, the school curriculum is entirely based on the modern western education system. As a result, traditional culture inheritance among contemporary China’s younger generations has been facing unprecedented challenges and crises. The project of ‘Ethnic Culture Entering School Activities’ , which has been implemented in some ethnic minority regions in recent years, can be considered as a beneficial effort to realize the live transmission of ethnic intangible culture by means of school education. ‘Ethnic Culture Ente-ring School Activities ’ , was first initiated in Guizhou province, and later was gradually expand-ed to Yunnan, Guangxi, Hunan, and other prov-inces that have a number of ethnic minorities. Al-though Sichuan province is home to many Tibetan, Qiang , and Yi peoples, this project was implemen-ted in Sichuan very late, thus there is little rele-vant research. Based on the investigations on the status of ‘Qiang Culture entering School Activi-ties’ at three schools in Sichuan’s Wenchuan coun-ty, this article summarizes the characteristics and existing problems in different schools for the trans-mission of ethnic culture so as to provide a reliable reference for related projects in the future. With a survey analysis, the author discovers that ‘Qiang Culture entering School Activities’ at these three schools show differences in terms of the richness of course design, the awareness of its im-portance, and implementation effect; meanwhile, those exiting problems not only reveal the perva-siveness of this project throughout southwest Chi-na, but also show the individual particularities caused by geographical location, school level, and main tasks. Moreover, when investigating these is-sues more deeply, four ‘hidden’ features can be summarized as follows:First, there are structural differences between ordinary elementary and middle schools and voca-tional schools. Vocational schools emphasize more on the transmission of ethnic cultures. Second, the traditional culture of local ethnic minorities has been inherited more naturally in the marginal regions than those more urbanized re-gions. Third, although they are all recognized as in-tangible heritage, different types of traditional cul-ture have an unequal development. The performing type such as singing and dancing shows the most superior transmission ability in ethnic culture; the second superior type is traditional handicraft while ethnic language is obviously the most difficult one in terms of the transmission of ethnic culture. Fourth, the ‘Ethnic Culture Entering School Activities ’ project in different ethnic minority groups has the unbalanced development even in the same region. In the Aba Tibetan and Qiang Auton-omous Prefecture, the Qiang elites generally com-plain that their minority groups have received far less favorable national preferential policies and are viewed with less importance than Tibetan people. The compiling of Tibetan textbooks, Tibetan lan-guage curriculum, and bilingual examination sys-tem are more conducive to the transmission of Ti-betan culture. Concerning the above mentioned problems, this article puts forward the following suggestions:first, the relevant administration should further in-crease the capital investment, and promote the training of teaching staff and school-based text-books;second, local education departments should set up an efficient assessment and incentive mecha-nism, and promote the formation of a social envi-ronment wherein ethnic cultural study has useful applications;finally, schools in ethnic minority re-gions should strengthen cooperation and exchanges among themselves, and build connections with rel-evant education administrations and research insti-tutions. The fundamental difficulty in implementing the ‘Ethnic Culture Entering School Activities ’ project lies in the fact that traditional culture has not been included in the examination content of the modern education system. Therefore, in the ele-mentary and middle school education, the primary goal is to increase the enrollment rate of students, while the transmission of traditional culture is noth-ing more than a slogan. In order to achieve the goal of integrating traditional ethnic culture into the modern education system, we must rely on the co-operation among education administrations, schools, families, and society as a whole, and constantly improve corresponding assessment and incentive mechanisms, thus jointly creating a so-cial environment that ethnic culture has useful ap-plications. Meanwhile, intangible cultural carri-ers, intellectuals who desire to disseminate their ethnic culture, and the parents of the students should all be encouraged to participate; by doing so, we can accelerate the spread of ethnic culture into local schools step by step.     

学校教育中传承民族文化存在的问题及对策——以北川羌族自治县的学校教育为例

The Qiang are one of the most ancient ethnic groups in China, and their rich cul-ture is an important part of Chinese culture. Bei-chuan Qiang Autonomous County, in Sichuan province, is a unique Qiang Autonomous County in China, which has an exceptional foundation for transmitting Qiang ethnic culture through school education. However, the county’s transmission of Qiang ethnic culture through school education still faces some problems, such as lack of educational investment, poor teacher resources, lack of ethnic cultural inheritors, and students’ lack of ethnic self-confidence. In view of series dilemmas faced by Beichuan Qiang Autonomous County in trans-mitting Qiang ethnic culture through school educa-tion, this article proposes the following suggestions based on our investigations:1 . Increase the investment in school educa-tion In view of the lack of educational investment, we suggest the following measure be adopted: 1 ) increase educational investment from various levels of the government, especially increasing special in-vestment in transmitting Qiang ethnic culture through school education;2 ) raise funds from the public;3 ) have the schools engage in their own fundraising, and 5 ) make efforts to get foreign aid. 2 . Strengthen the investment in improving teacher resources In view of the problem of poor teacher re-sources, we suggest the following measures: 1 ) strengthen policy support from the national level, and solve the problem of poor teacher resources through training teachers in universities for nation-alities. 2 ) invite Qiang cultural inheritors to be teachers; 3 ) strengthen the technical training of the school teachers, and improve the teachers’ skills;4) add more teacher positions, and improve the treatment of teachers;5 ) encourage teachers to devote their life to the education and inheritance of Qiang culture. 3 . To promote the motivation for studying eth-nic culture In view of the students’ lack of motivation for studying ethnic culture, and the lack of people who go on to inherit the ethnic cultural heritage, we suggest the following: 1 ) Beichuan Autonomous County should help the young Qiang people to be locally employed through developing ethnic econo-mies, and to inherit ethnic culture via developing tourism with ethnic characteristics. 2) Family edu-cation should be closely connected with school edu-cation;3 ) to include an exam on Qiang ethic cul-ture in school entrance examinations in order to re-flect the importance of ethnic culture study;4 ) to add some ethnic culture courses in schools for na-tionalities. 4 . To strengthen the ethnic pride and confi-dence of Qiang students In view of the issue of Qiang students’ lack of ethnic confidence and pride, we suggest the follow-ing:1 ) open Qiang language courses in schools in Qiang areas; 2 ) enlarge the usage range of the Qiang language; 3 ) help students to understand the charm of Qiang culture, and let them feel eth-nic pride. 5 . To standardize and promote a common Qiang language In view of the issue that Qiang have no written language, their spoken language is too complicat-ed, and there are too many dialects, we suggest that the National Languages and Scripts Work Committee should work with Qiang scholars and ex-perts to create a basic dialect of the Qiang-a com-mon Qiang language, which should be promoted in school education, just like mandarin Chinese in school education.     

对口援建与羌族文化重建——以山东援建北川为例

羌族地区的灾后文化重建是在国家的统筹下,在受灾地区民众的诉求基础上,在社会各界呼吁保护羌族传统文化的舆论中,通过援建省市的具体实施而实现的。作为援建方的山东,一方面根据国家的相关意见、条例、方案的文化保护、文化重建规定进行援建;另一方面,他们又根据自身对羌族文化的认识和理解以及当时、当地的实际情况,进行了文化的援建与重建工作。在承认羌族地区文化重建取得巨大成就的同时,还应当看到文化重建中政府意志与学者呼声的疏离,援建后的北川羌族传统文化呈现出同质化、一体化、文化符号泛化等问题。     

羌族地区文化产业现状、问题与对策

就文化十大产业来看，羌族地区仅有演艺业、文化娱乐业、文化旅游业等传统产业，而新兴的动漫产业、游戏业、文化会展业、网络文化、艺术创意和设计、文化产品与数字相关服务等新兴产业基本上还未起步。即使已有的产业，也发育不全。羌族地区文化产业发展的基本特点是起步低、规模小、效益差、同质性高。虽然存在自然生态环境较差、社会发育程度低、对发展文化产业的认识不足、缺少文化产业人才等制约因素；也有基础设施相对完善、县乡（镇）村三级公共文化基础设施网络体系基本覆盖、区位优势明显、良好的机遇、文化资源丰富文化资源丰富等有利条件。发展羌族地区文化产业应该创新管理机制，健全文化产业市场；融合文化科技，发展创意农业产业；壮大市场主体，培育龙头企业；突出特色，塑造品牌。     

邛崃异地安置区羌族民众饮食文化变迁研究

＂5.12＂汶川地震后,龙溪乡部分羌族居民因地震中生存空间遭受巨大破坏而搬迁至邛崃市南宝山安置区,面对震前与震后迥异生存空间所引起的居民生活的改变,笔者试图以羌民社会生活中饮食的变化为研究对象来解释饮食文化背后社会互动因子的改变,揭示羌族异地安置区身为＂小传统＂社会在现代化、工业化、全球化的时代背景下,作为社会有机体的一部分如何去适应社会改变,同时实现民族传统文化的传承与民族认同。     

“文化语境”的变化对当代羌族剪纸的影响及对策建议——基于茂县羌族剪纸的调查

羌族剪纸是羌族文化艺术的精华。经历了2008年“汶川大的地震”、灾后重建、城镇化发展之后，羌族剪纸的“文化语境”正发生着较大变化。以茂县羌族剪纸为例，其变化的外部原因包括现代流行服饰的融入、自然灾害、城镇化进程以及茂县手画花样市场的兴起对花样剪纸的冲击等，而内部原因则表现为传统习俗的变化、宗教祭祀的淡化及服饰审美观念的变化等。因此，羌族剪纸传承和发展需注意处理好传承与传播、活态与活用、变与不变等关系。     

羌族医药的生存状况及发展前景分析

羌族地区的中草药资源是羌民族区域经济中的一个潜在优势,羌族人民在与疾病作斗争中,经过长期实践,积累了丰富的诊病治病临床经验,有独具特色的羌医羌药。羌族医药虽散见于民间,在羌民族种族延续中起到了十分重要的作用。然而,羌族医药必须加大投入,走产业化道路,并依托医药资源发展当地旅游产业,促进羌医药文化的传承,这些措施对羌医药的可持续发展以及发扬羌医药文化都有着十分积极的意义。     

川甘交界地带白马藏族与藏、羌民族服饰比较研究

川甘交界地带的主要民族白马藏族与羌族、藏族等民族长期毗邻而居,在文化方面相互习染。作为民族文化主要组成部分的白马藏族服饰,既有体现独特民族个性的一些文化符号的传承,同时又不乏临近民族服饰文化之间的相互影响与融合。对白马藏族服饰与藏、羌民族服饰进行比较研究,有助于我们更为准确地认识白马藏族服饰的基本特征与文化内涵,并由此深入了解白马藏族的民族历史文化。     

布朗族民族文化资源信息化初探

近年来,云南人口较少民族经济发展与文化保护的矛盾日益凸显,民族地区的文化生境不断遭受破坏;加上人口较少民族的价值观念逐渐发生变化,非物质文化遗产传承人出现断层等问题,人口较少民族文化保护形势严峻。云南布朗族在应用信息化手段保护民族文化方面有很好的实践。布朗文化遗产可数字化资源划分为实体和物质文化遗产与口头和非物质文化遗产两大类。按照三级指标评价模型,结合可数字化文化资源的特点,首先聘请专家依据＂可数字化资源评价赋分标准＂对布朗族民族文化资源进行打分,并采用微积分运算公式计算出三级指标的综合评价值,根据最终评价得分来评判布朗族民族文化资源是否具有可数字化的价值。然后,对文化资源进行数字化采集,综合采用静态数字化技术、动态数字化技术和三维数字技术,按照文本数字化、图像数字化、三维图像建立、虚拟物品制作四个数字化级别来进行信息化处理。     

基于建设主体视角的羌寨重建路径研究

汶川地震后,各种力量介入羌寨重建工作,地方政府、援建方和当地民众是最主要的重建主体。根据不同重建主体在具体的村寨重建中发挥的作用不同,羌寨重建大体可分为统规自建、统规统建、统分结合三种重建路径,不同重建路径对当地羌族文化造成的影响也不尽相同。本文对这三种路径及其文化影响进行了调研分析,希望能为我国其他民族村寨建设提供参考。