“三全育人”的生态主义理论阐释与实践路径探索

An Ecological Interpretation of the Three-Entire Education and anExploration of the Approach to Its Practice

生态主义理论是对“三全育人”进行理论阐释与实践路径探索的有益视角。就“三全育人”的意义而言,全员育人指向人员的整合与合力的形成、全过程育人指向“过程”的实现与融入、全方位育人指向育人领域的明晰与融通。全员、全过程、全方位三者紧密联系,构成一个全系统、整体育人的态势。作为一个有机的、复杂的系统,实现系统要素的良性互动和最优化产出,落实立德树人的根本任务,需要从凝聚教育理想与共识、强化课程与科研主渠道、构建一体化长效机制、重视方法创新以及营造文化氛围等五个方面着力,构建合乎生态的“三全育人”体系。

The ecological theory constitutes an informative perspective for understanding the theoretical essence of the notion of“sanquan education”(literally three-entire education)and exploring the effective approach to its practice.As the three key components of the theory of three-entire education,the entire-staff education means the integration of all the personnel involved and the formation of joint forces in education;the entire-process education means the effective implementation and integration of the different links and stages in the process of education;and the entire-elements education means that the field of education is clearly defined and all the resources and elements therein are allocated smoothly and effectively.The entire staff,the entire process,and the entire elements are so closely linked to one another that they form a complete and effective education system.As an organic and complex system,the three-entire education aims at a benign interaction of the elements comprising the education system and at an optimal outcome.In order to achieve the basic goal of producing virtuous educated citizens,it is necessary to build an ecologically-sound three-entire education system from the following five aspects:consolidating educational ideals and consensus;strengthening curriculum and scientific research channels;building an integrated long-term mechanism;attaching importance to method innovation;and creating a productive cultural atmosphere.