[1]张琪琪　岑道权.高校“三全育人”工作的实践困境及对策研究[J].大众科技,2022,24(02):133-136.
　Research on Practical Dilemma and Countermeasures of "Three Omnibearing Education" in Colleges and Universities[J].Popular Science & Technology,2022,24(02):133-136.
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高校“三全育人”工作的实践困境及对策研究()
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《大众科技》[ISSN:1008-1151/CN:45-1235/N]

卷:
24
期数:
2022年02
页码:
133-136
栏目:
医药与卫生
出版日期:
2022-02-20

文章信息/Info

Title:
Research on Practical Dilemma and Countermeasures of "Three Omnibearing Education" in Colleges and Universities
作者:
张琪琪　岑道权
（陕西理工大学马克思主义学院，陕西 汉中 723000）
关键词:
高校; 三全育人; 立德树人; 实践路径
Keywords:
colleges and universities three omnibearing education strengthen moral education and cultivate people practice path
文献标志码:
A
摘要:
高校思想政治教育工作的核心是立德树人，贯彻落实“三全育人”工作机制是实现立德树人目标的重要途径。调研发现高校在落实“三全育人”工作实践中依然存在重视程度低、参与度不足、工作目标不明确、评价体系不健全等问题。文章通过“三全育人”加强高校思想政治教育工作，首先应整合家庭、学校、社会等方面的资源，提升“三全育人”工作的各方参与度，明确育人目标；其次，构建“三全育人”的工作体系，夯实“三全育人”教育各方的主体责任；最后，完善“三全育人”工作评价机制，树立德智体美劳全面发展的人才培养观，真正将“三全育人”工作抓实落细。
Abstract:
The core of ideological and political education in colleges and universities is to strengthen moral education and cultivate people. Implementing the working mechanism of "three omnibearing education" is an important way to achieve the goal of strengthening morality and cultivating people. The survey found that there are still some problems in the practice of "three omnibearing education" in colleges and universities, such as low attention, insufficient participation, unclear work objectives, imperfect evaluation system and so on. To strengthen the ideological and political education incolleges and universities through "three omnibearing education", we should first integrate the resources of family, school and society, enhance the participation of all parties in the "three omnibearing education" and clarify the education objectives secondly, build the working system of "three omnibearing education" and consolidate the main responsibility of all parties of "three omnibearing education" finally, improve the evaluation mechanism of "three omnibearing education", establish the talent training concept of all-round development of morality, intelligence, physique, beauty and labor, and truly pay close attention to the work of "three omnibearing education".

参考文献/References:

[1] 习近平. 习近平谈治国理政（第二卷）[M]. 北京: 外文出版社，2017. [2] 余嘉云. “三全育人”的生态主义理论阐释与实践路径探索[J]. 南京师大学报(社会科学版)，2021(1): 130-138. [3] 梁紫君，马云天. 高校思想政治教育“三全育人”机制构建的依据、面临困境与实现路径[J]. 教育观察，2019，8(35): 44-47. [4] 董秀娜，李洪波. 高校“三全育人”协同机制构建研究[J]. 思想教育研究，2020(8): 148-152. [5] 杨晓慧. 高等教育“三全育人”: 理论意蕴、现实难题与实践路径[J]. 中国高等教育，2018(18): 4-8. [6] 刘润，王小莉. 高校“三全育人”工作路径与机制的探索实践[J]. 思想教育研究，2020(6): 115-118. [7] 邓国彬. 新时代高校“三全育人”格局体系构建[J]. 社会科学家，2020(3): 141-145. [8] 人民日报社. 教育要从一生的成长目标来看[N]. 人民日报，2021-04-11(2).

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备注/Memo

备注/Memo:
【收稿日期】2021-12-01 【作者简介】张琪琪（1996－），女，山西大同人，陕西理工大学马克思主义学院在读硕士研究生，研究方向为思想政治教育。 【通信作者】岑道权（1972—），男，陕西白河人，陕西理工大学马克思主义学院副教授，法学硕士，从事思想政治教育与实践研究工作。
更新日期/Last Update: 2022-05-24