Study On The Long-term Mechanism Of Fostering Virtue And Nurturing People In The Schools

As a specialized educational institution,schools should prioritize education,and the essence of education lies in fostering virtue and nurturing people.In the report of the 18 th National Congress of the Communist Party of China for the first time put forward the scientific conclusion that the fundamental task of education is to cultivate morality and cultivate people.Since then,“fostering virtue and nurturing people”has frequently appeared as hot words in national policy documents and important speeches by national leaders.The 19 th National Congress of the Communist Party of China clearly put forward the requirement of implementing the fundamental task of fostering virtue and nurturing people,and the 20 th National Congress further pointed out the need to comprehensively implement the Party’s educational policy,carry out the fundamental task of fostering virtue and nurturing people,and cultivate socialist builders and successors who are well-developed in morality,intelligence,physical fitness,arts,and labor.It can be seen that building a long-term mechanism for fostering virtue and nurturing people in schools and promoting the normalization and systematization is a positive response to the educational requirements proposed by the Party and the country.Meanwhile,China has entered a new era of socialist development with Chinese characteristics.Currently,we are facing unprecedentedly complex political environments both domestically and internationally.Foreign hostile forces have never stopped infiltrating into our country’s politics,culture,and other aspects.Some prominent domestic social contradictions still need to be resolved urgently,and there is a potential risk of the growth and expansion of unhealthy trends such as money worship and hedonism.Youth are the future of the country and the hope of the nation.Their ideological and psychological development is not yet mature,and their value system is not yet perfected.Therefore,building a long-term mechanism for fostering virtue and nurturing people in schools,helping young people establish a correct world view,life view,and value view,and enabling them to consciously resist the influence of adverse thoughts from the outside world,is an objective necessity to cope with the complex political environment at home and abroad.Although it has become a consensus that fostering virtue and nurturing people is the fundamental task of education,in the actual process of school education practice,the problems of emphasizing the cultivation of students’ abilities over their moral qualities,intellectual education over moral education,and louder slogans than actions are still quite common.In response to this situation,the academic community has conducted many studies on how to overcome the problems existing in school education and how to improve the effectiveness of fostering virtue and nurturing people.However,through a review of the existing literature,it is found that most of the current studies have not broken through the research perspective of general moral education and are still limited to the theoretical scope of moral education or ideological and political education,resulting in insufficient comprehensiveness and systematicness.Moreover,most of them only propose the implementation path of fostering virtue and nurturing people from a certain perspective,rather than constructing a long-term mechanism from the perspective of system theory to ensure the normalization and lasting effectiveness.Based on fully absorbing the existing research results,this study focuses not only on the theoretical interpretation and academic analysis of fostering virtue and nurturing people,but also on the deep exploration of the problems existing in the process of fostering virtue and nurturing people in schools and the analysis the crux of the problems.By borrowing the theories of philosophy,psychology,sociology and other disciplines to analyze schools education,it aims at broadening the research approach of fostering virtue and nurturing people and enrich the theoretical research results.With the ultimate goal of establishing a long-term mechanism for fostering virtue and nurturing people in schools and improving its effectiveness,this study comprehensively uses various research methods such as literature research,historical research,and investigation research,and follows the context of academic review,historical investigation,theoretical foundation,problems inspection,cause analysis,theoretical construction,and practical promotion.It attempts to conduct academic review and historical investigation on moral cultivation,explores the problems and constraints,and finally constructs a long-term mechanism for fostering virtue and nurturing people in schools in theory,and proposes practical paths from the practical level.The thesis is divided into seven chapters.The first chapter is a theoretical review of fostering virtue and nurturing people in schools.Based on the analysis of the dialectical relationship between moral cultivation and the nurturing of talents,this chapter defines the connotation of fostering virtue and nurturing people and the long-term mechanism,and explains the value implication of fostering virtue and nurturing people in schools.Furthermore,it discusses from the perspectives of the school’s goals and tasks,existential value,and responsibilities and obligations,pointing out that fostering virtue and nurturing people is the obligatory dimension of school.The second chapter traces the development of fostering virtue and nurturing people in Chinese schools.It divides the historical development of fostering virtue and nurturing people in schools into four stages: the pre-Qin period,the Qin and Han dynasties to the end of the Qing dynasty,the Republic of China period,and the period after the founding of the People’s Republic of China to the present.It conducts a historical investigation,sorts out the educational thinkers’ thoughts and relevant national educational measures that are compatible with moral cultivation in each stage,and summarizes the development experience.The third chapter is the theoretical basis of the long-term mechanism of fostering virtue and nurturing people in schools.The construction of the long-term mechanism of fostering virtue and nurturing people needs to be carried out under a certain theoretical perspective.This study analyzes the theoretical basis of the long-term mechanism of fostering virtue and nurturing people from the perspectives of philosophy,psychology and sociology.It not only finds the theoretical fulcrum for fostering virtue and nurturing people,but also broadens the practical approach to the construction of long-term mechanism of fostering virtue and nurturing people under its inspiration.The fourth chapter is the examination of the problems of fostering virtue and nurturing people in schools.Grasping the problems accurately is the premise of solving the problem correctly.Through literature review,interviews and other ways,this study has a comprehensive understanding of the current problems and challenges in the process of fostering virtue and nurturing people in schools.It is found that the schools have some problems,such as weak long-term implementation consciousness,obvious lack of endogenous motivation,and insufficient overall promotion.The fifth chapter analyzes the constraining factors of fostering virtue and nurturing people in schools.There are many factors that lead to the current problems.For example,the theoretical research does not provide sufficient support for educational practice;the inadequate safeguard measures in terms of material,institutional,and personnel weaken the implementation momentum;the complex and diverse external environment of schools invisibly increases the difficulty of fostering virtue and nurturing people.The sixth chapter constructs the theory of the long-term mechanism of fostering virtue and nurturing people in schools.Firstly,it explains the construction logic of the long-term mechanism from three dimensions: goal design,construction principles,and basic requirements.Then it analyzes the systematic composition of the long-term mechanism for fostering virtue and nurturing people,including educational goals,educational content,educational methods,educational subjects,educational time,and educational environment.These six elements are closely related and interact with each other to form four mechanisms: dynamic demand,implementation and operation,long-term safeguard,and evaluation feedback.They influence each other while being relatively independent,jointly constituting the long-term mechanism for fostering virtue and nurturing people in schools.Finally,the internal mechanism of the long-term mechanism is analyzed from two aspects of the structural relationship and functional coupling of the four mechanisms.The seventh chapter explores the practical approach to the long-term mechanism of fostering virtue and nurturing people in schools.Starting from the four mechanisms that constitute the long-term mechanism,the practical paths are proposed respectively.The dynamic demand mechanism is stimulated by enhancing educational self-awareness through career cognition and role modeling,strengthening educational motivation through high-level spiritual fulfillment,and reinforcing educational responsibility through the application of new technologies.The implementation and operation mechanism is improved by strengthening and improving the leadership of the Party,building a joint effort in education,consolidating the main channel of classroom teaching,and integrating educational forces both inside and outside the school.The construction path of the evaluation feedback mechanism is proposed from five aspects: evaluation philosophy,evaluation objectives,evaluation subjects,evaluation criteria and evaluation methods.The long-term safeguard mechanism for moral cultivation in schools is perfected by increasing educational investment,improving institutional systems,and enhancing the quality of teachers.