1. Understanding school education from a cultural perspective
Culture is social information created by human beings, so it is also unique information for human beings. The inheritance of human culture can only be achieved by learning, not by heredity. This determines that human culture has an inevitable relationship with human education since its birth. Early humans transmitted primitive culture through language and behavior. After the appearance of writing, people set up a special institution to teach culture-school. School education transmits culture, so that the new generation can have the cultural wealth created by human beings quickly, economically and efficiently. The alternation of generations of all mankind is inseparable from cultural creation and cultural inheritance. School education is an important cultural behavior. We must understand school education from the perspective of culture, adhere to the parallel mission of educating people and cultural inheritance, and give full play to the cultural function of education.
The process of education is also the process of cultural choice. As a purposeful guidance of cultural values, school education needs to extract the essence of culture and compile teaching materials for the educated. Education should choose culture according to the development law of cultivating people. The first is the scientific choice to adapt to the characteristics of adolescents' physical and mental development. Spreading science and civilization is conducive to promoting social development and progress. Secondly, the limitation of human brain capacity and the infinity of social culture form a pair of contradictions. It is impossible for education to transmit all human cultural knowledge to the educated in a certain period of time, which also requires choosing educational content and clearly spreading and conveying what kind of cultural concepts. In order to meet the needs of today's society, we should choose the times, spread the essence of the times and embody the spirit of the times; In order to meet the needs of the future society, we must make historical choices and development choices, inherit national traditions, and realize the unity of inheritance, creation and development. Education is not a simple cycle, but is constantly updated and enriched. Through education, human beings internalize the existing cultural wealth into the spiritual wealth of the educated individuals, cultivate and bring up their personality and creativity related to cultural development, so that the new generation can share and occupy the essence of human culture quickly and effectively, and then make new creations on the shoulders of their predecessors. Therefore, school education not only has the function of preserving culture, but also has the function of cultivating culture, developing culture and renewing culture.
Second, understand culture from the perspective of school development.
School culture is a group value and core concept recognized by teachers and students formed and accumulated in the process of school development, which reflects the mainstream values contained in a school. Soviet educator Suhomlinski once said: "Only by creating an educational environment can we get the expected results." School culture is a special educational environment created for students' growth. School culture, whether it is material culture or spiritual culture, is an educational resource and has an important influence on the behavior of teachers and students. Mainly manifested in the following two aspects: first, school culture leads the development direction of the school, promotes the sustainable development of the school and maintains the long-term competitiveness of the school; Second, the school culture broadens the space for the development of teachers and students, that is, it promotes the professional development of teachers and the independent development of students.
Culture is the core element of school strength. Educators must further enhance the sense of mission of school culture construction from the perspective of paying attention to people's all-round development and promoting school development. Without culture, a school cannot be regarded as a school in a strict sense, but only as a unit; Only when the school has culture can it become a vibrant education holy garden. School culture potentially reflects the thoughts and spirit of every corner and space of the school, as well as the charm, artistic conception and atmosphere that always shines with rational light. It is a paradise for teachers and students. Inspired by the positive school culture, teachers and students will have the motivation to work and study here, feel successful, enjoy happiness and enjoy wisdom. Positive school culture guides and shapes people, so that people can learn to correctly handle the relationship with themselves, others, nature, nation and country. It transcends the development of intelligence, not only specifically affects and regulates people's behavior, but also cultivates people with noble national spirit, promotes people to form a sound personality and improves humanistic quality.
Third, our school's attempt in cultural construction.
(A) the inheritance and innovation of campus spirit
In the first half of 2003, Bei 'an No.3 Middle School was in a low state, with poor school conditions, unstable people's hearts, the outflow of excellent teachers and few students, and the total number of senior and junior high school students in the school was less than 500. In autumn of 2003, Beian Education Bureau decided to merge Beian No.8 Middle School into No.3 Middle School. After the school merged, the new leadership actively planned the school development, and established the strategy of promoting the school development with culture on the basis of inheriting the campus spirit of "unity, harmony and diligence" in No.3 Middle School. Over the past nine years, the school has made great efforts to build a beautiful and safe campus, advocated democracy, harmony and diligence, and gathered cultural factors such as green and civilized environmental culture, realistic learning culture and cooperative management culture to create a positive school cultural atmosphere. We try our best to let the school culture penetrate into all aspects, from the macro-construction of the school, the goals of the school, to the school spirit displayed by the behavior of every faculty member, and strive to embody the cultural characteristics of the school.
Our school has established its own school-running theory-the third middle school-running theory, expounded our understanding of the party's educational policy, teachers' occupation, students' growth and teaching process, and comprehensively presented our views on education, teachers, students, courses and talents. We also put the full texts of China Youth Theory, Running a School in No.3 Middle School, Eight Honors and Eight Disgraces in the most eye-catching position of the school in the form of wall hanging or billboards, so that this recognized value can penetrate into the hearts of every teacher and student, and then internalize them into their teaching and life behavior.
With the popularization of quality education, our school regards "educating people and developing in an all-round way" as the core of its education policy, insists on taking teaching as the center, pays full attention to the role of physical education and aesthetic education in people's all-round development, and establishes the concept of "paying equal attention to all-round development and personality cultivation, and paying equal attention to students' success and teachers' growth", so that teachers can become developing teachers and students can become developing students, and teachers and students can create "developing schools" and "developing schools" by this.
(b) Positive cultural management practices
Cultural management is the highest realm of school management. In cultural management, we should integrate and utilize the human and material resources of the school, strive to realize the creation of students' subjective value and the all-round and free development, and at the same time enhance teachers' subjective behavior.
1. Construction of main culture
The headmaster is the representative of school culture. The principal's educational thought, mode of thinking and behavior can reflect the overall requirements of school culture, and his own character, cultivation and demeanor will also become a model for teachers and students.
The president and members of the leading group of our school insist on self-study, establish a learning system of weekly regular meetings, integrate learning into work, continuously improve management ability, and form strong cohesion and combat effectiveness. Every member of the team often reads China Education News, Shanghai Education, Heilongjiang Education, Heihe Education and other newspapers and magazines to master advanced educational concepts, teaching management methods, educational laws and regulations and be familiar with them. Under the leadership of the headmaster, the team's management ideas are becoming more and more mature, and its management skills are constantly improving. The team is gradually moving towards an idealized state of advanced thinking, dedication, outstanding ability and excellent quality.