Development Logic and Practical Pathways of Youth Social Education Courses in Archaeological Museums
DOI:
https://doi.org/10.54691/vfghjm95Keywords:
Archaeological museums; youth education; social education courses; experiential learning; cultural identity.Abstract
Archaeological museums carry a distinct responsibility in exploring the origins of Chinese civilization and interpreting cultural heritage. However, their youth-oriented education is often hindered by disciplinary specialization and the cognitive distance between adolescents and cultural relics. Drawing on the basic characteristics of archaeology as a discipline and the cognitive development patterns of adolescents, this study adopts participatory museum theory and the concept of audience segmentation education. It proposes three guiding principles for developing social education courses in archaeological museums: experiential transformation, processual construction, and value-oriented guidance. This paper constructs a three-stage progressive content framework covering archaeological discovery, methodological acquisition and ultimate meaning generation. The implementation pathway incorporates contextual simulation, inquiry-based practice, and interdisciplinary integration. Taking the school outreach programs launched by the Shandong Archaeological Museum as a case, this paper analyzes the logical transformation of curriculum development from one-way knowledge transmission to experiential transformation. The findings offer both theoretical insights and practical guidance for systematically designing social education courses in archaeological museums.
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