摘要
面临城乡文化二元差异和学生来源差异,学校致力于促进品格教育与时俱进,改变目标分散、内容空泛、形式单一等现象,让品格教育适应环境变化、地域特点、社会发展.学校通过厘清学生对"学校文化认同感—共同地域归属感—国家民族责任感"三层级育人导向的认识,顺应城市发展进程,创生品格教育研究路径,走出品格教育"传承·奠基—丰厚·扎根—坚守·开放—融合·超越"之路;指向培育时代新人,形成品格教育内容框架;遵循学生成长规律,聚焦文化自信、家国情怀、和美生态、使命担当四个视角,建构"文以扎根—情以内生—美以润德—劳以导行"的生长性实施模型,开发了 20 多套品格教育资源包;集聚全域资源,打造品格教育纵横互通、协同育人的"六环融合"管理网络,动态化地推动学生品格稳定、正向发展.
Abstract
Faced with a cultural dichotomy between urban and rural areas and differences in the resources of students,the school is committed to promoting character education with the times,changing the phenomena of scattered objectives,vague content and single format,adapting character education to changing environments,regional characteristics and social development.The school clarifies the students'orientation towards the three levels of education,namely,"sense of cultural identity of the school-sense of belonging to a common territory-sense of responsibility for the country and the nation";responds to the urban development process,creates a research pathway for character education,takes the road of character education"inheritance and foundation-richness and roots-perseverance and openness-integration and transcendence";points to the cultivation of the new generation of the times,formats a character education content framework;follows the rules of student development,focuses on the four perspectives of cultural self-confidence,national sentiment,harmony and ecology,and mission responsibility;constructs the growth implementation model of"rooted in literature,endogenous in emotion,virtuous in beauty,and guided in labor";and develops over 20 character education resource kits.The school gathers resources across the region,creates a six-ring integrated character education management network of vertical and horizontal interoperability and collaborative education;and dynamically promotes the stable and positive development of students'character.
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