“三全育人”的理论前提、格局建构与实践维度

The Theoretical Premise,Pattern Construction andPractical Dimensions of "Three All-round Education"

“三全育人”在育人主体、育人时间、育人空间层面进行了强调,纠正了在育人目标方面一直以来突出强调的知识与技能教育的偏误,强调整体素质的提升。“三全育人”需要在“大德育”环境下逐步实践。育人过程与人的社会化过程同向同行,人随着社会环境变化需要继续社会化和再社会化,育人过程就是通过社会化减少个体的生物性,进而接受社会规制并为文化所同化的过程。“三全育人”在要素格局、制度格局、目标格局和基地格局方面进行了重构。从新中国成立后提出的“三育人”到后来的“三个面向”“四有新人”“素质教育”,再到目前的“三全育人”,我国的育人理念不断丰富和完善。“三全育人”化解了长期以来的育人模式困境,并推进了思政育人理论与实践的发展。为了稳步推进“三全育人”,需要塑造“三全育人”共同体,培养教育环境,强化课程思政优势,互补教育资源和定位辅导员角色。

The"Three All-round Education"not only emphasizes the educational subject,time and space,but also corrects the bias of knowledge and skill education which has been highlighted the improvement of overall quality in the educational goals.It needs to be practiced step by step under the environment of"Great Moral Education".The process of education goes with the process of socialization.With the change of social environment,people need to be socialized and re-socialized.The process of education is just to reduce the biological nature of individuals through socialization,and then accept social regulation and assimilate into culture.The"Three All-round Education"has been reconstructed in terms of element pattern,system pattern,target pattern and base pattern.China's educational philosophy has been constantly enriched and improved from the"Three Educations"put forward after the founding of new China to the later"Three Orientations","Four Talents”,"Quality Education",and then to the current"Three All-round Education",which has resolved the long-standing predicament of the education model and promoted the development of the theory and practice of ideological and political education.In order to steadily advance the"Three All-round Education",it is necessary to construct its community and environment,strengthen curriculum ideological and political advantages,educational resources and the role of counselors.