作为国家级非物质文化遗产项目的潮汕火龙民俗文化活动，最早始于明代，经历 代艺人的传承与创新发展，融舞蹈、潮汕音乐、服饰、武术于一体的艺术形式。在近 些年来，我国政府提议在中小学的美术课程中更多地融入中华优秀文化。将“潮汕火 龙”引入中小学的美术课堂中来，一方面可以丰富当地中小学美术课堂的教育形式， 另一方面可以让学生更好地体验到“潮汕火龙”民俗文化艺术的魅力。 本文通过三部分进行探讨。第一部分概述了“潮汕火龙”的历史来源和各地区表 现形式;第二部分通过对中小学师生及传承人的调查访谈等方式，对“潮汕火龙”引 入中小学美术课堂的可行性做进行论证;第三部分提出“潮汕火龙”在中小学美术课 堂的设计方案，以核心素养为理念的教学设计，培养学生的美术综合能力。因此在中 小学的课程设计中融入地方的民俗文化，让学生了解潮汕民俗文化的同时，提高学生 对于民族文化的自信，并鼓励学生主动传承和发扬潮汕文化。

As a national intangible cultural heritage project, Chaoshan Fire Dragon folk cultural activities began in the Ming Dynasty, experienced the inheritance and innovative development of artists, and integrated dance, Chaoshan music, clothing and martial arts in one art form. In recent years, the Chinese government has proposed to integrate more excellent Chinese culture into the fine arts curriculum of primary and secondary schools. Introducing "Chaoshan Fire Dragon" into the art class of primary and secondary schools can enrich the education form of local primary and secondary school art class on the one hand, and enable students to better experience the charm of "Chaoshan Fire Dragon" folk culture and art on the other hand. This paper is discussed in three parts. The first part Outlines the historical origin and regional manifestations of "Chaoshan Fire Dragon". The second part demonstrates the feasibility of introducing "Chaoshan Fire Dragon" into primary and secondary art classes through the investigation and interview of teachers, students and inheritors. The third part puts forward the design scheme of "Chaoshan Fire Dragon" art classroom in primary and secondary schools, which takes core quality as the concept of teaching design to cultivate students' comprehensive ability of art. Therefore, local folk culture is integrated into the curriculum design of primary and secondary schools, so that students can understand the folk culture of Chaoshan, improve their self-confidence in national culture, and encourage students to take the initiative to inherit and carry forward the Chaoshan culture