“礼仪之邦”的中国有56个民族,不同的民族都有他们各自的仪礼。每个仪礼都有相应的动态范式,这些动态范式不仅具有一定的社会功能也具有一定的文化表征,同时许多也被纳入到中国民族民间舞教材中,成为教材的一个重要组成部分。本文就是以这些仪礼动态范式为切入点,展开论题的研讨,希望从中找寻一些规律性因素,来印证其自身在中国民族民间舞教学的价值与意义。 There are 56 ethnic groups in China, “the state of ceremonies.” Different ethnic groups have their own ceremony. Each ceremonial ritual has a corresponding dynamic paradigm. These dynamic paradigms have not only certain social functions but also certain cultural representations. Many of them have also been incorporated into Chinese ethnic folk dance teaching materials and become an important part of textbooks. This essay is based on these ritual dynamic paradigm as the starting point, the discussion of the topic, hoping to find some regularity factors, to prove its own value in the Chinese folk dance teaching and significance.