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YANG Liguo, WU Xufeng, HU Yali. The Mechanism of School Inheritance of the Intangible Cultural Landscape Gene of Traditional Villages in the Perspective of the Theory of Planned Behavior: A Case Study of Tongdao County[J]. Journal of South China Normal University (Natural Science Edition), 2022, 54(5): 117-128. DOI: 10.6054/j.jscnun.2022078
Citation: YANG Liguo, WU Xufeng, HU Yali. The Mechanism of School Inheritance of the Intangible Cultural Landscape Gene of Traditional Villages in the Perspective of the Theory of Planned Behavior: A Case Study of Tongdao County[J]. Journal of South China Normal University (Natural Science Edition), 2022, 54(5): 117-128. DOI: 10.6054/j.jscnun.2022078
shu

The Mechanism of School Inheritance of the Intangible Cultural Landscape Gene of Traditional Villages in the Perspective of the Theory of Planned Behavior: A Case Study of Tongdao County

  • 1.

    College of Geography and Tourism, Hengyang Normal University, Hengyang 421002, China

  • 2.

    Cooperative Innovation Center for Digitization of Cultural Heritage in Ancient Villages and Towns, Hengyang 421002, China

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  • Received Date: June 19, 2021
  • Available Online: December 15, 2022
    Graphical Abstract
    • Abstract
  • 9 village schools for the inheritance of landscape genes of intangible culture in Tongdao County are taken as the case sites and the student inheritors are selected as the research objects. Following the theory of planned behavior, the factors influencing the inheritance behavior of the students are figured out through the level-by-level rooting and coding of the interview text data so as to construct and elaborate the model of the mechanism of the inheritance behavior of the students in the traditional villages. As the result reveals, the students' inheritance behavior in the process of inheritance study of the landscape gene of intangible culture in the traditional villages are mainly influenced by inheritance attitude, subjective norm and perceived behavioral control. The attitude is composed of instrumental attitude and symbolic attitude; the subjective norm is composed of school norm, peer norm, self norm, and parental norm; and the perceived behavior control is composed of self-efficacy and external controllability. The result not only enriches the landscape gene theory but also provides practical directions for promoting the school inheritance of landscape genes of intangible culture in traditional villages.
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