第一篇：校園文化論文英文

本 科 生 畢 業(yè) 論 文

（申請學(xué)士學(xué)位）

論文題目 作者姓名 所學(xué)專業(yè)名稱 指導(dǎo)教師

中美校園文化差異 英 語

2011年3月12日

中美校園文化差異

滁州學(xué)院外語系

二0一一年三月十四

The differences of campus culture between China and

American By

II

Under the supervision of Associate Professor Yao Zhiying

A Thesis Submitted to the Department of Foreign Languages

In Partial Fulfillment of the Requirement For the Degree of Bachelor of Arts in English

At Chuzhou University

March 14, 2011

滁州學(xué)院本科畢業(yè)論文（設(shè)計）原創(chuàng)性聲明

本人鄭重聲明：所呈交的論文是本人在導(dǎo)師的指導(dǎo)下獨立進行研究所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫的成果作品。本人完全意識到本聲明的法律后果由本人承擔(dān)。

III

簽名

年 月 日

IV

Acknowledgement

I would like to take this opportunity to express my heartfelt gratitude to all these who helped me in one way or another in the completion of this thesis.First of all, I owe great indebtedness to my supervisor, Associate Professor Yao Zhiying whose strict demands and insightful suggestions are indispensable through all the stages of development and revision of the thesis.She has made lots of corrections and suggestions while reading my drafts of the thesis.Without her patience and wisdom the present thesis would be unthinkable.Special thanks should also be extended to all of the teachers who taught me during my two years of study in Chuzhou University, in particular, associate professors Yao Zhiying, and Ye Zhengnian and lecturers Tina Yan for their enlightening instructions.At last, I would like to extend my sincere gratitude to my family and dear friends.With their consistent support and encouragement, I would be able to carry on my study and complete this thesis.I

Abstract

Campus culture is an important part of social culture.It comes from the social culture, which is refraction and reflection in the whole campus.Therefore, it is influenced and constrained by the mainstream cultural.The campus cultural accords with the basic tendencies of mainstream cultural, and, at the same time, play a leading and catalytic role in the mainstream cultural of the community.The Sino-Us due to the different of political system, the traditional culture and the historical background, campus culture exist a bigger difference.Throng the analysis of the Sino-Us campus culture differences and seek its cultural roots, which conduce to the communication and understanding between China and America’s students.Meanwhile, the United States is a developed, multi-cultural nation of immigrants;their colorful campus has its unique culture.Therefore, we should stand on the traditional culture in our own country, positively absorbs the essence of American campus, for the development of our country’s university education to create a better campus cultural atmosphere.The thesis is divided into five parts.The first part briefly introduces culture and campus culture.The second part mainly discusses four perspectives: campus architecture and extracurricular activity and differences of teaching and learning and differences of independence and dependence.While the third part analyses three reasons for the differences.The fourth part tells the purpose is to draw on the advantages from American campus culture.The fifth part makes a conclusion to show the realistic significance of this paper.Key words: China’s campus culture America’s campus culture cultural difference original

摘要

校園文化是社會文化的重要組成部分。它來源于社會文化，是整個社會文化在大學(xué)校園的折射和反映。因此它必然受到社會主流文化的影響和制約，與社會主流文化的基本傾向保持一致的同時，又對社會的主流文化起著引領(lǐng)和推動作用.中美兩國由于政治制度、傳統(tǒng)文化、歷史背景等不同，校園文化也存在著較大的差異。通過分析中美校園文化差異并尋求其文化根源，有助于中美兩國學(xué)生之間溝通、理解。同時，美國是一個發(fā)達的、多元文化的移民國家，其豐富多彩的大學(xué)校園文化建設(shè)有其獨到之處。此外，我們應(yīng)立足于本國優(yōu)良的傳統(tǒng)文化，積極吸收美國校園文化中的精華，為我國現(xiàn)代大學(xué)教育的發(fā)展?fàn)I造更好的校園文化氛圍。

論文框架分為五個部分：第一部分是引言，簡單介紹了文化和校園文化。第二部分從校園建筑、課余生活、獨立與依賴的差異以及獨立與依賴的差異這四個方面論述中美校園文化的差異。第三部分分析了造成這些差異的三個主要原因。第四部分告訴我們寫論文的主要目的。第五部分總結(jié)并給出這篇論文的現(xiàn)實意義。

關(guān)鍵詞：美國校園文化 中國校園文化 文化差異 文化根源

Table of Contents

Acknowledgements ………………………………………………....…I English abstract.....................................................................................1 Chinese abstract………………………………………………………2 Table of contents……………………………………………………3 1.Introduction…………….…………………………………3 1.1 The understanding of culture…………….…………….…………4 1.2 The definition of campus culture……….…………….………….4 1.3 The main content of this thesis ………………………………..…5 2.The differences of Sino-US campus culture ……………………5 2.1 The differences of campus architecture …………………………...5 2.2 The differences of extracurricular activity ………………………..6 2.3 The differences of teaching and learning …………………………7 2.4 The differences of independence and dependence ………………10 3.The reasons for the differences of Sino-US campus culture…11

3.1 Political system ………………….…………………..……………………11 3.2 Historical background.…………………………………………..12 3.3 National culture ………………………………………………….13 3.3.1 The influence of traditional culture ……………………………….13

3.3.2 The orientation of collectivism and individualism ………………….14 4.Conclusion…......................................................................................14

4.1 Restatement of the main idea………………………………………..15 4.2 Limitations of the thesis……………………….………………15 4.3 Suggestions for researching on campus culture…………………….15 Bibliography…………………………………….…………………….16 The Differences of Campus Culture between China and America

1.Introduction Culture is a reflection of human life, the records, and the product of history, is that people's needs and requirements of life, ideals and aspirations, and is also a high spiritual life of people.She includes that some of the ideas and theories, is that the identification and follow of people on the ethics, morality and order, is the way that people approach to life and living standards.Thought and theory is the core and the soul of culture, the culture of no ideas and theories isn’t existed.Any culture Contains thought and theory, ways and means of survival.Need is real, the ideal is a longing, desire is requirement, require must be done!General culture refers that in the process of social and historical development was created material wealth and spiritual wealth combined by mankind.Especially, it refers to social ideology.In a class society, culture is a weapon of class struggle.A certain culture(as an ideological form of the culture)is a certain social reflection of the political and economic, but also gives a great effect on political and economic.Narrow sense refers to the spiritual wealth created by ideologies, including religion, beliefs, customs, moral character, academic thought, literature, art, science and technology and a variety of systems.Narrow sense refers to that the spiritual wealth created by ideologies, including religion, beliefs, customs, moral character, academic thought, literature, art, science and technology, a variety of systems.Campus culture is an important part of social culture.It comes from the social culture, which is refraction and reflection in the whole campus.Therefore, it is bound by the mainstream cultural influences and constraints, and the basic tendencies of mainstream culture, consistent with the same time;the mainstream culture of the community plays a leading and catalytic role.Campus culture can be broadly divided into four levels: in the first place, the forms of material and cultural, that is manifested in the form of material and cultural landscape.Such as campus physical environment, buildings layout, arts facilities, cultural facilities.In the second place, the forms of

system and culture, also say that social relation is reflected in culture.Such as school affiliation, management system, organization and so on.In the third place, the concept of culture, that is manifested in the form of a rational spirit of cultural patterns.Such as the guiding ideology, goals, school spirit, study, and so on.In the fourth place, the mind culture, that is implicit in the intangible cultural forms between teachers and students.Such as thinking mode, values, emotional way, aesthetic and so on.The narrow sense mainly refers to the explicit form of the general campus culture such as campus trends, campus education, campus life, campus culture system, campus and cultural facilities, the style of study and so on.The main of this paper: according to the background of university campus culture, in this thesis mainly discusses four perspectives: campus architecture and extracurricular activity and differences of teaching and learning and differences of independence and dependence.Also, it analyses three reasons for the differences, including political system, historical background and national culture.Finally, the purpose is to draw on the advantages from American campus culture.So we should stand on the traditional culture in our own country, positively absorbs the essence of American campus, for the development of our country’s university education to create a better campus cultural atmosphere.2.The differences of Sino-US campus culture

2.1 The differences of campus architecture There is a bigger difference of campus architecture between America and China.American houses, including schools and government agencies are all at based on the room with four sides open to the outside.Although some are constructed with fences, to have a sense of opening, the fences are low and short.American people are open-mind, outspoken, and advocate of freedom and competition.This open construction structure reflects Americans’ psychology of living culture, which embodies outer openness and inner closure.Most of American campus has no walls.University of the United States generally has not walls, so-called “no marginal University”, “no walls University”, is an open campus.It seems that anyone can be free in and out.Of course, the security does not check your identity card or student card.So a person has a free feeling on campus.Therefore, we will see that America's open education is obviously.However, almost all Chinese university campuses are surrounded by walls.China's university campus is often a relatively independent space;campus and the outside are isolated by the high wall, in which almost all school activities are held.Although some school have learned to follow the way of the government to tear down walls and show green, but it only uses iron fence to take place of walls.Enclosure and external which surrounded by walls are two disparate worlds.Meanwhile, people's thinking seems to be locked by an invisible wall, and people feel that an open mind may indeed have causality with the opening of a wall.Courtyard wall culture is in fact

a protection of group privacy.In China, people stick to the principle of being open in the inner world and close in the outer world, showing the attitude of precautions to external.To compare with the central parts of Chinese universities, the walls and gates are marginal in Chinese universities and seldom connect with the main contractures.While in America, the school gates are integrated with other entitatitive buildings.The traditional colors of margin lard central are not as good as Chinese.Form the buildings of campus, and we also can see the differences.There municipal offices in Chinese university generally, and the offices are absolute and extrusive.Offices are often located in obvious places or the central part of the whole school.They transcend common teaching buildings not only in construction style but also in interior trim.However, in America, people can’t easily identify the schoolmaster’s office among numerous buildings.Specialized, unattached and splendor offices are not seen everywhere.The management apartment and teaching researches are not separated but near in space, which reflects the concept of being easy-going to people and all men are created equal.2.2 The differences of extracurricular activity Extracurricular activities are activities performed by students that fall outside the realm of the normal curriculum of school or university education.Extracurricular activities exist at all levels of education, from 4th-6th, junior high/high school, college and university education.Historical background of the extracurricular activity made its first appearance in American colleges in the nineteenth century.It complemented the curriculum as much as subverted it.The students found in it a kind of laboratory for practical and vocational interests.The first extracurricular activities were student literary societies(which had roots in the previous century at Harvard and Yale), debate clubs, and by mid-century, Greek letter fraternities and sororities.Students also initiated and organized the early athletic programs on American college campuses.Literary societies were on the decline by the turn of the twentieth century, and some educators felt that less desirable extracurricular activities were now distracting students from their curricular responsibilities.Intercollegiate athletics soon became the dominant element in the extracurriculum in most American colleges and high schools.At the beginning of the twenty-first century, many colleges and universities have a broad educational mission: to develop the “whole student.” On American college campuses, extracurricular involvement is a key tool in this personal development.As the development of the well-rounded individual is a principal goal of extracurricular activities on college and university campuses, the numerous experiences these activities afford positively impact students' emotional, intellectual, social, and inter-personal development.By working together with other individuals, students learn to negotiate, communicate, manage conflict, and lead others.Taking part in these out-of-the-classroom activities helps students to understand the importance of critical thinking skills, time management, and academic and intellectual competence.Involvement in activities helps students mature socially by providing a setting for

student interaction, relationship formation, and discussion.Working outside of the classroom with diverse groups of individuals allows for students to gain more self-confidence, autonomy, and appreciation for others' differences and similarities.For the majority of college and university students, involvement in extracurricular activities plays an integral role in the collegiate experience.Students become involved in extracurricular activities not only for entertainment, social, and enjoyment purposes, but most important, to gain and improve skills.A wide and diversified range of extracurricular activities exists on U.S.campuses, meeting a variety of student interests.Chinese students' extracurricular activities are rather monotonous.Under the guidance of teachers or community organizations, they are usually to participate in a planned and organized activity, which is their own choice.But most of the students will not participate in these activities, because they think that learning is their primary task and the activities may disrupt their studies.Therefore, many students just keep on studying, and they are indifferent to the other knowledge, such as social practice, social life.They just want to read “saint books”.For these phenomena, America students have some different attitudes.Students attributed their growing maturity in college to both the formal and informal learning experiences of undergraduate life, but gave most importance to interaction with other students.They recognized that academic aspect of college awarded the credential needed to progress through a good career and contributed to broad general knowledge, but most students felt that it was extracurricular activity that most influenced their personal development.Most American universities encourage their students to establish different kinds of associations.They will take place of many activities.And the contents and ways of these activities are discussed and decided entirely by the students themselves.What’s more, according to their own preferences, various activities are designed by them.By these activities, students can feel happiness and acquire the skills and get individuality development.Of course, the atmosphere of these activities is full of freedom and democracy.2.3 The differences of teaching and learning

American teachers highlight on cultivating the students’ ability of creative ability and the ability of analyzing and solving problems.While in China the characteristics of teaching is that the teachers emphasized on how much knowledge which the students have accumulated and the teachers are always the center in the class.Compared with the two countries, there are several differences in the teaching method.First, American teachers always teach based on more general educational theories and psychological principles related to teaching while Chinese teachers are good at providing instruction based on how well they knew the subject matter.Recently, a study published in Contemporary Educational Psychology by Teachers College Professor Stephen Peverly and former TC students Zheng Zhou of St.John’s University and Tao Xin of Beijing Normal University suggests that Asian teachers simply know more about math.In a comparison of 162 third-grade

mathematics teachers in the US and the People’s Republic of China, the researchers found that while American teachers were more knowledgeable about general educational theories and classroom skills, Chinese teachers had stronger knowledge of the subject matter they were teaching, as well as a better understanding of the overall elementary curriculum that their students had covered and would cover in later years.American teachers, on the other hand, were more knowledgeable than Chinese teachers about concepts covered in educational psychology texts.While Chinese teachers were effective in providing instruction based on how well they knew the subject matter, their limit understanding of foundational psychology aspects of learning could be problematic.This limitation may possibly lead to problems which will affect student motivation, spontaneity, and creativity among other things.American teachers’ comparative lack of understanding of the subject matter revealed that teacher preparation programs in the U.S.should focus more on increasing understanding of the subject and that in-service training should be improved.Second, most U.S.teachers’ preparation pay more attention on teaching strategies rather than on content itself while Chinese teachers, on the other hand, told detail about the content when they instruct to students.One research found that while both Chinese and American teachers used similar methods to teach fractions—using hands-on learning tools, folding pieces of paper, coloring in geometric shapes—there was a big difference in the information each group presented.Most of the American teachers in the research, when asked their teaching methods, rarely mentioned content.Chinese teachers, on the other hand, tell detail about the content they present to students, and that content demonstrated a deep understanding of the subject matter as well as knowledge of the entire elementary mathematics curriculum.Third, the students in America have used to the student-centered teaching and problem-solving model while the class of China was teacher-centered, material oriented and emphasized on memory.In student centered teaching, the teachers dominate their planning, their teaching, and their assessment on the needs and abilities of their students.The teaching role in a student-centered learning environment is, at most, one of facilitator and guide.Teachers should be participants and often participate in students’ communication and “provide a scaffold for their students’ learning with their own knowledge and experience.The main idea behind the practice is that learning is most meaningful when topics are relevant to the students’ lives, needs, and interests and when the students themselves are actively engaged in creating, understanding, and connecting to knowledge.Instead of the teacher being the sole, infallible source of information, then, the teacher shares control of the classroom and students are allowed to explore, experiment, and discover on their own.The students are not just memorizing information, but they are allowed to work with and use the information alone or with peers.The students are given choices and are included in the decision-making processes of the classroom.The focus in these classrooms is on option, rather than uniformity.Student centered teaching helps us design effective instruction for every member of the classroom, no matter what his or her diverse learning needs.According

to its nature, student centered teaching is adaptable to meet the needs of every student.As to teacher-centered teaching methodology, most students attain knowledge through transmitted by the teacher rather than constructed by the learners.They, therefore, find it normal to engage in modes of learning, which are teacher-centered and in which they receive knowledge rather than interpret it.Chinese students are often quiet，shy and reticent in classroom.They are not good at showing their opinions or emotion.Chinese students named “l(fā)istening to teacher” as their most frequent activities in class.Perhaps another Chinese popular learning style is material oriented.In most of classes，for instance，the students read new English words aloud，imitating the teacher.The teacher explains the entire text sentence by sentence，analyzing many of the more difficult grammar structures and style for the students, who listen, take notes, and answer questions.Under this circumstance, we took it granted that a teacher's goal was to teach the students all that he knew and solve all the problems for them.Therefore, students could not judge things on their own.Thus students gradually lost the ability to learn by themselves.In addition, they were only equipped with the knowledge that were taught in class and made the same judgment upon every problem which they encounter.A teacher's goal is to help the students develop not only the ability to learn by themselves but the skills to make judgments on every aspect on their own.The teaching and learning style is very important in classroom expectation.A learning style is a particular way that an individual receives and processes information.For many Americans, books may contain facts, opinions and ideas.The facts are open to interpretation, the opinions to dispute and the ideas to discussion.Books are regarded as tools for learning, not to goal of learning.Therefore, critical thinking, judgmental questioning and active initiation of discussion are expected from students in the American school system.Students are taught to participate actively in the learning process by asking questions and engaging in discussion.Teachers have to impart a body of knowledge, but learners have to discover that knowledge for themselves in order to internalize it.Students should responsibility for their own learning.One aim of teaching is to help learners become independent of teachers, so that learners can use what they learn and continue to learn on their own.Therefore, in the process of teaching and learning, the most important of the teacher is that of catalyst—they help to make things happen by activating the students.The teacher can play the part of controller, organizer, a resource, tutor providing advice and support to enable students to learn.In American classroom, students do not have to agree with every statement the professor makes and all comments by a professor are open to discussion.Respect plays an essential role in the system;student and teacher can respectfully disagree.Their relationship is equally between students and teachers.The teachers are very friendly.So the atmosphere of class is free and relaxed.While in Chinese culture, there is a strong veneration of book learning.In class, teachers only infuse the previously prepared knowledge into students’ mind and what students can do is only accepting it passively and totally.The process of education is seen largely as learning a traditional, authoritative body of knowledge.Our education tends to be more theoretical than political.The teacher exercise greater authority and

plays a high directive role in determining and controlling what goes on in the classroom.The trouble with Chinese teachers is that they have never done any teacher-training courses so they do not know how to teach.All they do is to follow the book.They never give students any opportunities to talk.Students are less likely to challenge or even question the teacher, although this may be changing somewhat the younger generation.The teacher is expected to be scholar and sage in China.Some well-known proverbs or sayings about the teacher are as follows: “It takes a teacher to transmit wisdom, impart knowledge and resolve doubts.” “Impart knowledge and educate people”, “dignity of the teaching profession”, “A teacher for a day is a father for lifetime”.These examples may help explain some phenomena in the classroom, such as teachers are addressed with their appropriate titles and last names, or referred to honorably as “teacher.”

Students rise when the teacher enters the classroom, and say in chorus, “good morning teacher”.2.4 The differences of independence and dependence In China, children are protected by their parents to avoid hurts.Children, having not the opportunity to choose their ways that they are interested in, are forced to accepted parents’ decisions in the process of their growing.Even parents will help them to find spouses.As a child, they were never allowed to live in their own room and receive a weekly or monthly allowance and be able to budget the money.Of course, children are not encouraged to leave home and have their own place.In parents’ eyes, the child needs their protection.During the college life, students will cost their parents’ money to support their everyday life.It’s common for them to accept money from parents, but just a few of students don’t think so.It’s unthinkable that the parents also feel that is duty to supply money for their child.Of course, these children do not have the conception that they should rely on their own efforts instead of outside forces.For this situation, Americans have different ways to deal with independence and dependence.Acculturation, which begins at birth, is the process of teaching new generations of children the customs and values of the parents’ culture.In the United States it is not uncommon for parents to put a newborn in a separate room that belongs only to the child.This helps to preserve parents’ privacy and allows the child to get used to having his or her own room, which is seen as a first step toward personal independence.Many children are taught at a very early age to make decisions and be responsible for their actions.Often children work for money outside the home as a first step to establishing autonomy.Children may deliver newspapers in their neighborhoods and save or spend their earnings.Teenagers may babysit at neighbors’ homes in order to earn a few dollars a week.Receiving a weekly allowance at an early age teaches children to budget their money, preparing them for future financial independence.Many parents believe that managing money helps children learn responsibility as well as appreciate the value of money.Upon reaching an appropriate age(usually between 18 and 21 years), children are encourage, but not forced, to “l(fā)eave the nest” and begin an independent life and

“stand on their own two feet.” After children leave home they often find social relationship and financial support outside the family.Parents do not arrange marriages for their children, nor do children usually ask permission of their parents to get married.Romantic love is most often the basis of marriage in the United States;young adults meet their future spouses through other friends, at school, at jobs, and in organizations and religious institutions.Although children choose their own spouses, they still hope their parents will approve of their choices.All in all, in many families, parents feel that children should make major life decision by themselves.A parent may try to influence a child to follow a particular profession but the child is free to choose another career.Sometimes children do precisely the opposite of what their parents wish in order to assert their independence.A son may deliberately decide not to go into his father’s business because of a fear that he will lose his autonomy in his father’s workplace.This independence form parents is not an indication that parents and children do not love each other.Strong love between parents and children is universal and this is no exception in the American and Chinese family.Coexisting with such love in the American family are cultural values of self-reliance and independence.3.The reasons for the differences of Sino-US campus culture 3.1 Political system

Unlike Britain but like most nation states, the American political system is clearly defined by basic documents.The Declaration of Independence of 1776 and the Constitution of 1789 form the foundations of the United States federal government.The Declaration of Independence establishes the United States as an independent political entity, while the Constitution creates the basic structure of the federal government.The Federal Government of the United States is the central current reigning United States governmental body, established by the United States Constitution.The federal government has three branches: the legislative, executive, and judicial.Through a system of separation of powers and the system of "checks and balances, each of these branches has some authority to act on its own, some authority to regulate the other two branches, and has some of its own authority, in turn, regulated by the other branches.The policies of the federal government have a broad impact on both the domestic and foreign affairs of the United States.In addition, the powers of the federal government as a whole are limited by the Constitution, which, per the Tenth Amendment, gives all power not directed to the National government, to the State level, or to the people.An important feature of the American political system is that the two major parties-the Democrats and the Republicans-hold a system of primaries to determine who will be their candidate in the general election.These primaries are particularly important when it comes to the four-yearly Presidential election.Compared with America, China has a very different political system.China's political system here refers to the political structure, fundamental laws, rules，regulations and practices that are implemented in China's mainland and regulate the state power, government, and the relationships between the state and society in the People's Republic of China since it’s founding in October 1949.The annual “two sessions” －China’s National People's Congress(NPC), the top legislature, and Chinese People's Political Consultative Conference(CPPCC)－ will open on March 3rd and 5th respectively.The annual “two sessions” are big political events of contemporary China.The issues of “two session” include all aspects of the national economy and the people's livelihood so as to attract all sectors of the community’s attention, including the compatriots from Taiwan, Hong Kong and Macau.The People's Congress System is China's fundamental political system, which consists of National People's Congress and People's Congresses at local levels.The NPC is similar to the U.S.Congress, whose main functions and powers are legislating and amending laws, reviewing and approving the government budget and also electing and removing officials.However, the NPC is the highest organ of state power and its deputies are far more than the U.S.congressmen.Being the top power, the NPC also has right to elect and remove the top leaders of the Supreme People’s Court and the Supreme People’s Procuratorate.Rather than the U.S.Congress, the term of NPC is five years and it holds its general convention once a year.There is one point I need to emphasize that the election of deputies for Taiwan province is presided and determined by the Standing Committee of the NPC and they are nominated by the consultations of standing committees at the all levels of province, autonomous region, municipalities and PLA.It’s difficult to see that there are dissimilarities in political system between America and China, which resulted in the difference of two countries’ campus culture.3.2 Historical background America is a new man, who leaving behind him all his ancient prejudices and manners, receives new ones from the new mode of life he has embraced, the new government he obeys, and the new rank he holds;he must therefore entertain new ideas and form new opinions.According to history, we know that the American in those days had the mixed blood of Europeans or their descendants without taking into consideration other nationalities such as American Indians and blacks.The American continents were peopled as a result of two long-continuing immigration movements, the first from Asia, and the second from Europe and Africa.The second migration to the American began with the expansion of Europe at the start of the modern period from the 16th century.The large initial immigration to Boston in the 1630s, the high articulation of Puritan cultural ideals, and the early establishment of a college and a printing press in Cambridge all gave New England a substantial edge.The other important factor is that the American do not undergo the period of feudal system of serfdom prevailed.So the atmosphere of culture is free.Compared with American history, the history of China has other sight.China was under a long period of feudal system, which has much effect on the development of some new and powerful social forces, like capitalism.Meanwhile, people’s mind

was controlled by feudal idea, which refers to Confucianism.So the difference of historical background must produce different campus culture.3.3 National culture 3.3.1 The influence of traditional culture Traditional cultural differences between the two countries deeply affected contemporary students’ thinking and learning and all aspects of life, which must lead to the root of cultural differences in different campus.The United States is a multicultural nation, home to a wide variety of ethnic groups, traditions, and values.Aside from the now small Native American and Native Hawaiian populations, nearly all Americans or their ancestors immigrated within the past five centuries.The culture held in common by most Americans—mainstream American culture—is a Western culture largely derived from the traditions of European immigrants with influences from many other sources, such as traditions brought by slaves from Africa.More recent immigration from Asia and especially Latin America has added to a cultural mix that has been described as both a homogenizing melting pot and a heterogeneous salad bowl in which immigrants and their descendants retain distinctive cultural characteristics.The United States Stressed the same values as: Justice, Honest, Brave, industrious and so on, therefore, the United States as a Country of immigrants, it pays more attention to personal values.United States has 269 million persons, but has 31 groups which over 1 million persons.So the United States likes a melting pot which makes up with persons coming from all over the world.Different races have their own values.Persons should accept other people's ideas.During the 18th century, Puritanism brought in new mind.The belief that human and natural occurrences were messages from God no longer fit with the new human centered world.Many intellectuals believed that the human mind could comprehend the universe through the laws of physics as described by Isaac Newton.The enormous scientific, economic, social, and philosophical, changes of the 18th century, called the Enlightenment, impacted the authority of clergyman and scripture, making way for democratic principles.In China, cultures and countries are strongly influenced by Confucianism.Confucianism is a Chinese ethical and philosophical system developed from the teachings of the Chinese philosopher Confucius.It is a complex system of moral, social, political, philosophical, and quasi-religious thought that influenced the culture and history of East Asia.It might be considered a state religion of some East Asian countries, because of state promotion of Confucian philosophies.In Confucianism, human beings are teachable, improvable and perfectible through personal and communal endeavor especially including self-cultivation and self-creation.A main idea of Confucianism is the cultivation of virtue and the development of moral perfection.Confucianism holds that one should give up one's life, if necessary, either passively or actively, for the sake of upholding the cardinal moral values of humanities and personal loyalty.Most social values are derived from Confucianism and Taoism.The subject of

which school was the most influential is always debated as many concepts such as Neo-Confucianism, Buddhism and many others have come about.Reincarnation and other rebirth concept is a reminder of the connection between real-life and the after-life.3.3.2 The orientation of collectivism and individualism In individualistic cultures, each individual is the most important part of the social structure.In an individualist culture, individuals care for the personal interests first, then the collective interests，and put too much emphasis on individual rights.People are concerned with their own person goals and may not possess great loyalty to groups.As Ayn Rand wrote in Atlas Shrugged, “If man is to live on earth, it is right for him to use his mind, it is right to act on his own free judgment, it is right to work for his values and to keep the product of his work.If life on earth is his purpose, he has a right to live as a rational being: nature forbids him the irrational.” American cultures, in general, fall into the former while Asian the latter.In American cultures, for example, if people are not happy at their jobs, they are encouraged to look for jobs that will make them happier.People make decisions based on their personal goals and wants.China has 56 ethnic groups, as well as a multi-ethnic country.However, in contrast with the United States, China has a Confucian culture, which gives collectivism as a guide.Chinese put the collectivism at the top priority.For example, the motto of Shanghai Jiao Tong University is Grateful for favors received, Loving the motherland and prosperity schools.Student must put State and the school as the center.But collectivism also has drawbacks.In collective cultures, on the other hand, individual are very loyal to all the groups they part of, including the work place, the family, and the community.Within collectivism, people are considered with the group’s ideas and goals, and act in ways that fulfill the purposes.In China, however, the notion of the patriarchal clan system is deeply rooted in the deep structure of its culture.In Chinese society, collectivism has a long tradition based on Confucianism, where being a community man or someone with a social personality is valued.So each person is encouraged to conform to society, to do what is best for the group and to not openly express opinions or beliefs that go against it.Group, family or rights for the common good are seen as more important than the rights of the individual.Laws exist to promote stability, order and obedience.Working with others and cooperating is the norm.Being uncooperative is often seen as shameful.In this culture people are encouraged to be very loyal to their country and their family.People consider the obligation to their groups more than their own individual selves.Students are instructed to feel a lifelong obligation to their parents.When people make choice about marriage, education and work, they always make their decisions together with their families.Their decisions are made based on what their families want them to do and their achievements are mainly for their families.In fact, most persons are Selfish.So, collectivism and selfish always take conflict.4.Conclusion

4.1 Restatement of the main idea

In this paper briefly introduces campus culture and culture.Campus culture is an important part of social culture.It comes from the social culture, which is refraction and reflection in the whole campus.Different cultures lead to different campus cultures between two countries.It well know that there three differences of Sino-US campus culture.This paper mainly discusses four points: the differences of campus architecture, the differences of extracurricular activity, the differences of teaching and learning and the differences of independence and dependence, proving to the differences of campus culture between China and America.Also, it analyses three reasons for the differences.Also, it analyses three reasons for the differences, including political system, historical background and national culture.Finally, the purpose is to draw on the advantages from American campus culture.So we should stand on the traditional culture in our own country, positively absorbs the essence of American campus, for the development of our country’s university education to create a better campus cultural atmosphere.4.2 Limitations of the thesis This paper discusses the differences of campus culture between China and America just from the aspect of three factors.But it ignores other factors, which include the Social Moral Education, the campus spirit, mental health problems, and moral education.On one hand, in social moral education, personality in the United States on the value orientation of the reunification balance between basic moral requirements, but China is in the framework of collective balance between their personal values.Both of them strike the balance of individual and the collective.On the other hand, in recent years, the raise of juvenile crime trends obviously.China's annual criminal cases several million, which accounted for juvenile delinquency by about 50%.Another survey showed that 14-year-old from the number of crimes began to gradually increase from 15 to 18.While the peak is a crime, about youth crime total number of 69.7%.Juvenile delinquency has crazy, cruel, intelligent, and the characteristics of a younger age.And American teenager is more serious crimes, they are characterized by the majority of juvenile offenders are formed team.In the paper don’t involve the parts.4.3 Suggestions for researching on campus culture First, since campus culture is a field with its own features, we should pay attention to the unique.We hope that more and more scholars pay more attention to the research on campus culture, which can provide with the rich resources for the development of campus culture between China and America.Second, nowadays, the problems such as juvenile crime, campus violence, Suicide rate increasing, and the spread of drug addiction become more and more serious.Therefore, we should pay more attention to youth people’s mental health.Youth groups, college students in particular mental health problems, mental health problems triggered by the vicious incident harm or suicide incidents has increased, the case of Ma Jiajue in China is a typical example.Campus shooting not only for the

United States but to China and even the world of campus security issues once again sounded the alarm.Do campus safety, and ensure the safety of the lives of young people and their physical and mental health, schools, government and education at all levels;public security and other functional departments control safety responsibility, as well as the whole community obligations.Increasing number of school violence incidents: the lack of moral, compassionate heart, compassionate young generation may gradually become a cold-blooded animal violence.Third, we should stand on the traditional culture in our own country, positively absorbs the essence of American campus, for the development of our country’s university education to create a better campus cultural atmosphere..Bibliography

[1]Avruch, K.1998.Culture and Conflict Resolution [M].Washington DC: United States Institute of Peace Press.[2]Gan Ziheng甘自恒.1999.論名牌大學(xué)的特征[J].廣西大學(xué)學(xué)報。21:115 [3]Liu Baocun劉寶存.2000.世界高等教育的個性化趨勢述評[J].清華大學(xué)教育研究.4:49～53 [4]Wang Deguang王德廣.2003.美國校園文化特點及其對我國高校的啟示[J].三門峽學(xué)報.5:22 [5]Yin Li,Han Xiaoling殷莉,韓曉玲.2007.英漢習(xí)語與民俗文化[M].北京大

學(xué)出版社。

第二篇：校園文化論文

校園文化解析

將軍一校徐素萍

德國哲學(xué)家黑格爾曾說：“人是靠精神活著的”如果一個人沒有精神支柱，就會消沉、頹廢、一蹶不振。同樣，一個校園如果沒有文化精神引領(lǐng)，它就沒有自己的辦學(xué)特色，就像人失去靈魂一樣。所以說學(xué)校不能缺失文化精神。

一、對校園文化概念的理解

1、文化的概念

人們對文化的概念的探討由來已久，這主要反映在文化定義的眾說紛紜及其內(nèi)容的豐富多彩方面。目前，學(xué)術(shù)界公認的意見認為，被稱為人類學(xué)之父的英國人類學(xué)家E·B·泰勒，他在《原始文化》“關(guān)于文化的科學(xué)”的定義被普遍認同，經(jīng)過梳理我認為文化是一種社會現(xiàn)象，是人們長期創(chuàng)造形成的產(chǎn)物。同時又是一種歷史現(xiàn)象，是社會歷史的積淀物。確切地說，文化是指一個國家或民族的歷史、地理、風(fēng)土人情、傳統(tǒng)習(xí)俗、生活方式、文學(xué)藝術(shù)、行為規(guī)范、思維方式、價值觀念等。用一句簡單的話來概括就是習(xí)性，是特定人群普遍自覺的概念和方式。

2、校園文化概念的理解

（1）校園文化是以學(xué)生為主體，以課外文化活動為主要內(nèi)容，以校園為主要空間，以校園精神為主要特征的一種群體文化。它是是學(xué)校辦學(xué)理念、辦學(xué)目標(biāo)、學(xué)校精神、制度規(guī)范和行為方式的綜合體現(xiàn)，它是侵潤人心的氛圍，是一種約定俗成的規(guī)則。它是學(xué)校的精神生命和靈魂。

（2）校園文化的主要特性：一是激勵性。它是貫穿學(xué)校發(fā)展始終，體現(xiàn)師生的共同追求，激勵師生的共同成長。二是獨特性。它不同于其他所有學(xué)校、僅屬于自己，他人無法復(fù)制和移植。

（3）校園文化包含的內(nèi)容：理念文化、管理文化、制度文化、課程文化、教師文化、學(xué)生文化、環(huán)境文化等等

二、我校校園文化解析

我校的辦學(xué)理念是依據(jù)華東師范大學(xué)的周洪宇博士提出的“陽光

教育”理論來進行的“陽光教育”，因此我校的校園文化建設(shè)是緊緊圍繞“陽光教育”來開展的，獲得了全體師生和家長的高度認同，體現(xiàn)了其激勵性和獨特性的特點。

（一）理念文化

（1）?；盏脑O(shè)計

?；帐且粋€學(xué)校的標(biāo)志之一，其主要的目的是分辨人員、留存紀(jì)念和通過圖案、文字來介紹學(xué)校的性質(zhì)和學(xué)科，同時在佩戴校徽的時候也給佩戴者在無形中增加了紀(jì)律的約束，規(guī)范學(xué)生的行為，提高學(xué)校的知名度。我校的?；照蔑@我學(xué)的辦學(xué)理念和人文精神。具有象征和隱喻的功能。我校的?；罩黧w是開心跳躍的孩子，顏色以綠色、黃色為主，代表著蓬勃發(fā)展和熱情繁榮。?；找宰帜浮癹i”演變而成跳出圓形的束縛，主體形狀為圓形，象征著團結(jié)向上，同時也代表了“陽光教育”中冉冉升起的朝陽。

（2）辦學(xué)理念的確定

基于對“陽光教育”理論的學(xué)習(xí)和研究，確定我校的辦學(xué)理念是：用真知和真愛為學(xué)生的幸福人生奠基。真知即正確而深刻的認識，并且真實?！肚f子·大宗師》：“有真人而后有真知”。毛澤東 《實踐論》：“一切真知都是從直接經(jīng)驗發(fā)源的?！?成語“真知灼見”是形容見解正確、透徹。亦指真正看到，確實知道。真：真的，確切的；知：知道，了解。真愛：真實、純粹、包含情感的愛。這里指教師對學(xué)生的全部的愛，教師無私、平等又樸素的愛。前蘇聯(lián)偉大的理論家、教育家捷爾任斯基說過：“誰愛孩子，孩子就愛他，只有愛孩子的人，他才能教育孩子?！敝挥姓鎼酆⒆?，才是實施陽光教育的前提。

（3）校風(fēng)、教風(fēng)、學(xué)風(fēng)、校訓(xùn)

校風(fēng)：為人坦誠，和諧友善，做事踏實，高效創(chuàng)新。教風(fēng)：博學(xué)善悟、誨人不倦。學(xué)風(fēng)：勤學(xué)、善思、自主、合作。校訓(xùn)：尊師友、愛校園，做陽光的將一人!

（二）環(huán)境文化

教學(xué)樓的一樓大廳是我校陽光教育的集中體現(xiàn)，大廳天花板是一個碩大的?；請D案，采用內(nèi)嵌的燈光的形式使校徽更加醒目。大廳的右側(cè)的幾個大字是我校的辦學(xué)理念，左側(cè)是優(yōu)秀的陽光教師隊伍。大樓梯的右側(cè)是胡錦濤總書記在第23個教師節(jié)上對全國教師提出的四點希望：愛崗敬業(yè)、關(guān)愛學(xué)生；刻苦鉆研、嚴(yán)謹篤學(xué)；勇于創(chuàng)新、奮發(fā)進取；淡泊名利、志存高遠。左側(cè)是“陽光學(xué)生”所要求達到的四會：學(xué)會關(guān)心、學(xué)會做事、學(xué)會學(xué)習(xí)、學(xué)會生存。

一樓：科技篇，分為科技、生命和科技名人三部分。主體顏色以藍色為主，象征著智慧。

二樓：德育篇，分為禮儀，安全，養(yǎng)成教育三部分。主體顏色以黃色為主，象征著理想。

三樓：是讀書篇，分為讀書、方法、好書推薦三部分。主體顏色以綠色為主，象征著生命。

四樓：藝術(shù)篇，分為藝術(shù)常識，作品展示兩部分，主體顏色以紅色為主，象征著陽光。

一樓至四樓的廳廊吊牌設(shè)計顏色根據(jù)樓層主題顏色而定，吊牌內(nèi)容由陽光教育的十二種品質(zhì)貫穿全樓。

三、構(gòu)建陽光校園文化的設(shè)想

（一）陽光管理文化

在學(xué)校管理中要以人為本，堅持公平、公正、人本、精細的管理原則，做到管理科學(xué)化、規(guī)范化、人文化、制度化、藝術(shù)化。

（二）陽光教師文化

教風(fēng)是勤學(xué)善悟，誨人不倦。陽光教師做到：身心健康，樂觀向上，行為示范，努力做最好的自己！

（三）陽光學(xué)生文化

通過開展德育、智育、體育、藝術(shù)和社會實踐等多彩活動，努力使學(xué)生達到陽光教育的育人目標(biāo)“學(xué)會學(xué)習(xí)、學(xué)會做事、學(xué)會欣賞、學(xué)會生存”。

（四）陽光課程文化

我校將積極實施陽光課程文化，課堂上實施陽光課堂的“八個轉(zhuǎn)變”，每位老師都將上一節(jié)陽光課堂的達標(biāo)課，做到人人爭做陽光教師，人人打造陽光課堂，人人培養(yǎng)陽光學(xué)生。圍繞陽光課程文化確立

本學(xué)期學(xué)校的教研主題是：“以學(xué)定教，將課堂的主動權(quán)還給學(xué)生?！蔽覀冞€將以陽光教育十二個品質(zhì)為載體，開發(fā)德育校本課程。

（五）陽光環(huán)境文化

一是要加強管理，從管理的細節(jié)之處保持環(huán)境文化的完整、潔凈；二是要用心使用，制定相關(guān)的使用記錄，精心維護，及時報修；三要努力形成“三jing”文化：即凈 ——環(huán)境潔凈，內(nèi)心干凈；靜 ——環(huán)境寧靜，內(nèi)心恬靜；境 ——環(huán)境優(yōu)美，境界高尚。

（六）五大校園文化之間的關(guān)系

五大校園文化之間并不是孤立存在的，而是互相制約、互相發(fā)展、互相促進的。五大文化共同的核心價值是：塑造師生心靈的陽光。最終的追求是通過教育塑造師生心靈的陽光，培養(yǎng)陽光的、可持續(xù)發(fā)展的現(xiàn)代人，最終的目的是對人的改造和培養(yǎng)。

對于“陽光校園”文化目前只是初探，一種大膽的設(shè)想，相信在建設(shè)陽光校園文化的過程中我們會逐漸實現(xiàn)做事大氣、一身正氣、洋溢才氣、相處和氣；心胸包容、待人寬容、做事從容、面帶笑容。

應(yīng)該認識到一所學(xué)校的校園文化要經(jīng)歷幾代教師嘔心瀝血積淀而成，一旦形成這種穩(wěn)定的思想意識、行為習(xí)慣和生活工作態(tài)度，它將彌漫在學(xué)校的各個角落和學(xué)校教育的各個方面。因此必須持之以恒，百折不撓的貫穿下去！

我們相信人因為智慧而美麗，學(xué)校因文化而恒久！

校園文化解析

將軍一校徐素萍

第三篇：校園文化論文

新形勢下民辦高校校園文化建設(shè)的思考

摘要：民辦高校作為高校教育的新生力量，在日益激烈的辦學(xué)競爭中，校園文化建設(shè)益顯重要。民辦高校應(yīng)從自身的實際情況出發(fā)，緊緊圍繞辦學(xué)目標(biāo)和育人宗旨，利用優(yōu)勢，積極創(chuàng)建富有民辦高校特點的校園文化。

關(guān)鍵詞：民辦高校；校園文化；學(xué)風(fēng)建設(shè)；制度建設(shè)；學(xué)校精神

一、民辦高校校園文化建設(shè)的現(xiàn)狀

由于民辦高校的誕生、發(fā)展只有短短的20年時間，且是在無前人經(jīng)驗的基礎(chǔ)上發(fā)展起來的，因此，在其辦學(xué)過程、具體管理、發(fā)展方向上還存在一定問題，并凸現(xiàn)了地區(qū)的不平衡性，從而給校園文化建設(shè)提出了新的問題。

從校園文化建設(shè)的主體之一——學(xué)生來看。民辦高校學(xué)生的錄取分數(shù)線往往比公辦高校略低一些，因此學(xué)習(xí)上的差距也在入學(xué)后體現(xiàn)出來。一項調(diào)查顯示民辦高校學(xué)生的大學(xué)生活“最遺憾”的事是學(xué)習(xí)。多數(shù)民辦大學(xué)生上學(xué)的動機是比較積極的，但有60.6％的學(xué)生認為學(xué)習(xí)仍是目前最大的困難和問題，78.5％的學(xué)生認為自己“有目標(biāo)但不具體”，這些學(xué)生的學(xué)習(xí)自覺性、主動性相對欠缺。民辦學(xué)生除在學(xué)習(xí)上有較大壓力外，在經(jīng)濟、生活、就業(yè)等方面也存有困惑，學(xué)生的心理健康問題也亟待引起關(guān)注。但同時，民辦大學(xué)生的實踐能力和自主意識一般較其它學(xué)生略強，其思維活躍，能動性強。在民辦機制下，學(xué)生對學(xué)校的期望值頗高。學(xué)生既是校園文化建設(shè)的主體，又是校園文化的主要受益者，因此要把握住學(xué)生的特點，開展好民辦高校的校園文化建設(shè)。教師作為校園文化的另一主體，對學(xué)校優(yōu)良校風(fēng)、學(xué)風(fēng)的形成起著導(dǎo)向性的作用。從民辦高校的師資情況來看，許多民辦高校中存在著師資結(jié)構(gòu)不合理的現(xiàn)象，出現(xiàn)了或“老”（離退休返聘人員多）或“少”（剛畢業(yè)的年輕教師多）的現(xiàn)象。同時，民辦高校通常實行的是全員聘任制，它與教師的關(guān)系基本上是松散的臨時雇傭關(guān)系，受學(xué)校約束少，一定程度上制約了學(xué)校教風(fēng)、學(xué)風(fēng)的提高。

從校園文化的客體即學(xué)生成長的客觀環(huán)境來看，民辦高校的校園文化建設(shè)受到了一定程度的制約。一方面是由于民辦高等教育機構(gòu)的辦學(xué)指導(dǎo)理念的影響：部分民辦高校的辦學(xué)指導(dǎo)思想、培養(yǎng)目標(biāo)不清，制度建設(shè)松散；同時辦學(xué)條件嚴(yán)重不足，表現(xiàn)為學(xué)校占地少、設(shè)備不足、圖書資料少、師資不穩(wěn)定等方面，這對學(xué)校的物質(zhì)文明建設(shè)及精神文明建設(shè)均不利。另一方面，由于社會大環(huán)境對民辦教育的期望值普遍提高，民辦高校對招生、教學(xué)、就業(yè)等一系列顯性問題給予高度重視，狠抓落實，而往往導(dǎo)致了對隱性的校園文化的忽視，造成了校園文化的規(guī)劃不足，出現(xiàn)“校園文化說起來重要、做起來不重要”的現(xiàn)象。

從培育高層次的校園文化——學(xué)校精神來看，由于民辦高校的起步發(fā)展較晚，許多民辦高校的校園精神尚處于雛形的塑造中，學(xué)校的整體特色及人才規(guī)格還需要接受時間和社會的檢驗。一所優(yōu)秀高校的學(xué)校精神需要幾十年甚至上百年的不斷沉淀、積累、提煉，而對民辦高校來講，更是一個長期的過程。

二、以人為本，大力推進民辦高校校園文化建設(shè)

1、充分認識校園文化建設(shè)的重要性，構(gòu)筑全員共建的校園文化體系

校園文化作為一種環(huán)境教育力量，對學(xué)生的健康成長有著巨大的影響。校園文化建設(shè)的終極目標(biāo)就在于創(chuàng)建一種氛圍，以陶冶學(xué)生的情操，構(gòu)筑健康的人格，全面提高學(xué)生素質(zhì)。如何全面認識校園文化所蘊涵的內(nèi)容，將有助于高校構(gòu)筑起一個完整的校園文化建設(shè)體系。校園文化可分為廣義、狹義兩類。廣義的校園文化指學(xué)校存在方式的總和；狹義的校園文化則指校園的精神文化或潛課程文化。從教育意義理解校園文化應(yīng)該是廣義的校園文化，它包括校園物質(zhì)文化、校園制度文化和校園精神文化三種基本形態(tài)。因此，充分地建設(shè)和開發(fā)好校園文化的這三種基本形態(tài)，使之成為一個相互促進、相互融洽的整體，以發(fā)揮出校園文化強大的育人功能。民辦高校在進行教學(xué)改革、資源優(yōu)化配臵的過程中，面臨著如何增強師生員工的凝聚力，協(xié)調(diào)各種人際關(guān)系，減少內(nèi)耗，消除阻力，創(chuàng)造和諧奮進的良好氛圍的重大問題。這就要求民辦高校不僅要把校園文化建設(shè)納入學(xué)校發(fā)展的總體規(guī)劃并作為重點予以重視：

一方面要對正在營造過程中所進行的工作作有計劃、有組織的安排、部署；另一方面要對業(yè)已形成的文化成果不僅在理論上及時地給以總結(jié)、提高，而且要及時地推廣到現(xiàn)實中去。要處理好物質(zhì)文化建設(shè)與精神文化建設(shè)的關(guān)系，要在物質(zhì)文化的建設(shè)中突出精神文化的意義。

同時，要樹立校園文化全員共建意識，上至學(xué)校領(lǐng)導(dǎo)、下至每個師生員工都要重視、參與校園文化的建設(shè)。校園文化在高校實現(xiàn)培養(yǎng)目標(biāo)過程中的重要作用決定著它不是單靠學(xué)校內(nèi)部某一部門努力就能收到應(yīng)有效果，它與學(xué)校各方面工作都有關(guān)系。良好的校園文化也不只是讓在校大學(xué)生受益，而且能使包括教師在內(nèi)的所有師生員工受益。因此，濃郁、豐厚的校園文化所滲透、彌漫的精神氛圍，需要依靠學(xué)校師生員工的整體努力。

2、以學(xué)風(fēng)建設(shè)為核心，加強民辦高校校園文化建設(shè)

校園文化的核心內(nèi)容是群體主導(dǎo)價值觀，它集中體現(xiàn)在學(xué)校的校風(fēng)學(xué)風(fēng)中，一個民辦高校的學(xué)風(fēng)的好壞，無形中決定著學(xué)校的前途和命運。民辦高校的學(xué)生思維活躍，學(xué)習(xí)動機良好，競爭意識強，這就要根據(jù)學(xué)生的這一特點，主動營造積極進取、勤奮好學(xué)、崇尚科學(xué)、尊重學(xué)術(shù)的良好學(xué)習(xí)氛圍，以滿足學(xué)生的學(xué)習(xí)需求。

在學(xué)風(fēng)建設(shè)中要加大以科技創(chuàng)新、學(xué)術(shù)科研為主導(dǎo)的校園文化建設(shè)力度?；谛@文化的發(fā)展由原先的單純憑興趣而轉(zhuǎn)變?yōu)樽⒅嘏c學(xué)生的專業(yè)學(xué)習(xí)相結(jié)合、與社會實踐相結(jié)合、與時代的發(fā)展要求相結(jié)合，民辦高校應(yīng)充分利用課內(nèi)、課外多種組織形式及學(xué)校先進的現(xiàn)代化載體，積極引導(dǎo)開展科技活動，如科技講座、競賽、參觀、實踐等；發(fā)動黨團組織和學(xué)生社團，建立起以學(xué)術(shù)科技大賽和各類校園學(xué)術(shù)科技活動為載體的大學(xué)生科技創(chuàng)新體系，使之對學(xué)生的素質(zhì)教育、創(chuàng)造教育發(fā)揮重要的導(dǎo)向作用，同時也構(gòu)成學(xué)生成才的一個重要途徑。當(dāng)然，在這些活動組織過程中，要把握好活動的層次，根據(jù)學(xué)生的實際情況，既要有一定的深度、廣度，又不能脫離學(xué)生現(xiàn)有的知識水平，避免造成“精英文化”現(xiàn)象，而導(dǎo)致校園文化的普及面降低。開展科技活動還要與學(xué)校的教育、教學(xué)工作相協(xié)調(diào)，既注意把課內(nèi)知識運用到科技活動中去，又能及時地把科技活動獲得的新知識、新信息引進課堂，以豐富教學(xué)內(nèi)容，提高課堂教學(xué)質(zhì)量。加強現(xiàn)代化的媒體特別是網(wǎng)絡(luò)的運用和管理成為眾多民辦高校校園文化建設(shè)的一項重頭戲。美國著名未來學(xué)家阿爾溫〃托夫勒說：“誰掌握了信息，控制了網(wǎng)絡(luò)，誰就擁有整個世界?！笨梢姡W(wǎng)絡(luò)對于人類的生存方式及思想的影響具有舉足輕重的作用。因此，民辦高校應(yīng)主動爭取網(wǎng)絡(luò)控制權(quán)，通過各類科技活動營造正確的輿論導(dǎo)向和網(wǎng)絡(luò)規(guī)范，推動新時代的校園文化的發(fā)展及新型人才素質(zhì)的培養(yǎng)。

民辦高校還應(yīng)重視日常的學(xué)風(fēng)管理，加強監(jiān)督機制，并組織學(xué)生開展“自我教育、自我管理、自我服務(wù)”工作，通過獎學(xué)金等各種獎懲制度來激勵學(xué)生的學(xué)習(xí)，從而扭轉(zhuǎn)學(xué)習(xí)風(fēng)氣、逐步培養(yǎng)良好的學(xué)習(xí)習(xí)慣。同時，優(yōu)良學(xué)風(fēng)的形成也得益于優(yōu)良的教風(fēng)。民辦高校在抓學(xué)風(fēng)建設(shè)時還特別要重視教師隊伍的建設(shè)。學(xué)校要把教師隊伍的穩(wěn)定、教師教學(xué)水平、科研能力的提高作為良好學(xué)風(fēng)形成和學(xué)校教學(xué)質(zhì)量提高的重要前提。一方面合理引進師資，切實解決教師的待遇問題，使其安心于教學(xué)科研；另一方面積極創(chuàng)造條件，加強教學(xué)管理，開展各類“評教、促教”活動，保證課堂教學(xué)的質(zhì)量，同時提供有力的教師學(xué)術(shù)科研保障，使學(xué)校的整體學(xué)術(shù)水平得到提高，保證學(xué)生在攀登科學(xué)高峰的道路上有好的領(lǐng)路人。再者，優(yōu)越的教學(xué)硬件環(huán)境也能促進學(xué)風(fēng)，民辦高校應(yīng)在硬件環(huán)境的建設(shè)中滲入精神文化，積極建設(shè)好諸如圖書館、實驗室等主要的學(xué)習(xí)場所。

3、以制度建設(shè)為保障，促進民辦高校校園文化發(fā)展

校園文化要發(fā)展，必須要有相配套的管理機制。要把校園文化納入法制的軌道，通過制定校園文化管理制度，實施有效管理，以維護校園文化建設(shè)、文化活動的有序開展。但一個學(xué)校的制度建設(shè)不能僅局限于校園文化建設(shè)的管理制度，還應(yīng)更加廣泛和全面。以辦“名?！钡哪繕?biāo)來辦民校，就要求具有嚴(yán)格完善的規(guī)章制度和民主科學(xué)的管理方法。英國劍橋大學(xué)于1856年就頒發(fā)布了《劍橋大學(xué)法》，包括董事會制度、行政管理制度、教學(xué)制度、學(xué)位制度、財務(wù)制度等，它為劍橋大學(xué)教育及其校園文化發(fā)展提供了有力的保障。又如建立完善的競爭機制，在競爭中求生存、求發(fā)展，這是哈佛大學(xué)的座右銘；這種激烈的競爭機制和誘人的獎勵措施有力地推動了哈佛師生不斷向更高的目標(biāo)邁進。我國的民辦高等教育也應(yīng)朝著這個目標(biāo)發(fā)展，理順內(nèi)部體制，找準(zhǔn)人才培養(yǎng)的規(guī)格和模式，不斷探索，勇于創(chuàng)新，在國家有關(guān)政策法規(guī)的指引下，完善新型的體現(xiàn)其機制的一系列管理制度。當(dāng)然，學(xué)校制度不應(yīng)成為約束人的工具，應(yīng)使其成為引導(dǎo)人、服務(wù)人、發(fā)展人的工具。因此，民辦高校的制度建設(shè)要根據(jù)師生的內(nèi)在需求、心理特征，并符合民辦高校發(fā)展的內(nèi)在規(guī)律，成為倡導(dǎo)自由、民主寬松氣氛的導(dǎo)向性體系，使之“人格化”，而非“權(quán)力化”，以創(chuàng)造穩(wěn)定、持久并富有創(chuàng)新活力的校園文化氛圍，推動學(xué)校發(fā)展，提高社會認可度。制度體系建立后，還必須強化相應(yīng)的責(zé)任制及監(jiān)督約束機制，保證其有效實施。

4、以培育“?；辍睘槟繕?biāo)，提升民辦高校校園文化內(nèi)涵

校園文化的凝聚即學(xué)校精神，也稱?；辍Ｋ男纬尚枰L期的歷史積累，根植于深厚的文化土壤，是一個由外到內(nèi)、由淺至深的發(fā)展過程。它作為校園文化的內(nèi)在核心，具有強大的凝聚力和向心力，一旦良好的學(xué)校精神形成，它將構(gòu)成一股巨大的推動力。因此，要把民校辦成“名?！保托枰@種學(xué)校精神的形成和激勵。它對內(nèi)能創(chuàng)造出一個積極健康、團結(jié)向上的，能影響校內(nèi)成員價值選擇、人格塑造、思維方式、精神風(fēng)貌等關(guān)系學(xué)校教育質(zhì)量優(yōu)劣的環(huán)境和組織氛圍；同時，它對外又體現(xiàn)了學(xué)校的目標(biāo)要求及辦學(xué)特色，在社會上構(gòu)成巨大魅力和競爭能力。民辦高校要在競爭中立于不敗之地，必須把學(xué)校精神的培育作為長遠目標(biāo)，注重把學(xué)校精神的培育與指導(dǎo)具體的實踐相結(jié)合，在正確價值取向的導(dǎo)引下，充分發(fā)揮學(xué)校領(lǐng)導(dǎo)和教師的帶頭作用和校園典范的榜樣作用，使其對校園文化建設(shè)真正起到凝聚作用，對建設(shè)特色學(xué)校起到促進作用，對培養(yǎng)全面發(fā)展人才起到塑造作用。民辦高校要通過挖掘各類“活”的資源來不斷充實精神內(nèi)涵，積極培養(yǎng)民辦大學(xué)生的集體主義精神和“母校意識”。在“?；辍钡乃茉爝^程中要充分重視創(chuàng)新精神的培育。培養(yǎng)、發(fā)展創(chuàng)新精神是校園文化理應(yīng)追求的教育目的和人文理念。只有把創(chuàng)新精神融入整個學(xué)校精神的培育中去，并使之成為精神的核心之一，才能使民辦高校在激烈的辦學(xué)競爭中永葆蓬勃的生命力，使學(xué)校精神成為凝聚全校師生共同奮進的強大推動力。

人文學(xué)院

2008年3月7日

第四篇：校園文化論文

淺析校園文化建設(shè)與德育教育

周其平

【摘要】校園文化建設(shè)是學(xué)校德育的重要內(nèi)容和實踐環(huán)節(jié)，是學(xué)校德育工作的有效載體，優(yōu)化校園文化建設(shè)，夯實物質(zhì)文化基礎(chǔ)，構(gòu)筑精神文化高地，建設(shè)校本德育文化，重視制度文化建設(shè)，形成良好的育人氛圍對陶冶學(xué)生情操，凈化他們心靈，啟迪著他們智慧，具有重大而現(xiàn)實的意義，其潛移默化、潤物無聲的“以樂育人、以美育人”的德育潛能，為培養(yǎng)高素質(zhì)人才發(fā)揮不可替代的作用。

【關(guān)鍵詞】校園文化 德育 教育

中共中央國務(wù)院《關(guān)于進一步加強和改進未成年人思想道德建設(shè)的若干意見》指出：未成年人思想道德狀況如何，直接關(guān)系到中華民族的整體素質(zhì)，關(guān)系到國家前途和民族命運。廣大教育工作者要從確保黨的事業(yè)后繼有人和社會主義事業(yè)興旺發(fā)達的戰(zhàn)略高度，從全面建設(shè)小康社會和實現(xiàn)中華民族偉大復(fù)興的全局高度，樹立和落實科學(xué)發(fā)展觀，堅持以學(xué)生為本，拓寬工作渠道，改進德育方法，努力提高學(xué)校德育的針對性、主動性和實效性。

校園文化是凝聚人心、孕育美麗生命和優(yōu)秀人文之花的深厚土壤，是學(xué)校優(yōu)良校風(fēng)的根本之源，是學(xué)校發(fā)展的靈魂，其潛移默化、潤物無聲的“以樂育人、以美育人”的德育潛能，為培養(yǎng)高素質(zhì)人才發(fā)揮不可替代的作用，以至于美國心理學(xué)家柯爾伯格認為它“是一種真正的道德教育課程，是一種比其他任何課程更有影響的課程”。那么，如何更好地發(fā)揮校園文化的德育功能呢，現(xiàn)談?wù)劰P者的一點膚淺的認識，僅供商榷。

一、夯實物質(zhì)文化基礎(chǔ)

營造高雅文化環(huán)境

蘇霍姆林斯基說：“對周圍世界的美感，能陶冶學(xué)生的情感，使他們變得高尚文雅，富有同情心憎惡丑行?！毙@物質(zhì)文化具有“桃李不言”的特點，置身于充滿詩意和美感的校園，學(xué)生不知不覺，自然而然心情舒暢，精神振奮，促進其在深層心理結(jié)構(gòu)中調(diào)節(jié)和支配自己的行為，這對學(xué)生人格修養(yǎng)的培育、情感的熏陶和意志的鍛煉起著潛移默化的作用。因此，在校園環(huán)境建設(shè)中，應(yīng)該從學(xué)校整體布局、造型、色彩與視野上整體構(gòu)思，立體考慮，努力改變那種有環(huán)境而無環(huán)境文化的狀況，讓每一面墻都會說話，讓每一棵花草都能育人，如庭院式的校園布局給人家的溫馨，綠化、美化的校園使人感到精神振奮，走進舞蹈室，墻上的標(biāo)語“跟上時代的節(jié)奏，演繹未來的韻律”給人無暇的想象，書法陳列室內(nèi)“弘揚民族文化精髓，演繹書法神奇魅力”的字幅，激發(fā)學(xué)生熱愛書法，傳承中華文化的熱情，漫步校園每一個角落，開放多元化高雅環(huán)境，必然成為陶冶感染學(xué)生“主體的畫，無聲的詩”，于賞景中，寓教于景，進而張揚學(xué)生個性，培養(yǎng)高高尚情操，樹立正確的價值取向，德育功效不言而喻。

二、構(gòu)筑精神文化高地

沖出校風(fēng)建設(shè)洼地

校風(fēng)是學(xué)校一種長期積淀形成的特定的集體心理定勢。優(yōu)良的校風(fēng)是校園文化的深層內(nèi)核，是校園精神文化的載體。實踐證明，一所學(xué)校的優(yōu)良校風(fēng)一經(jīng)形成，便可以振奮人的精神，激勵人的斗志，規(guī)范人的行為，同時極具滲透力地給學(xué)生注入豐富的教育理念和道德信念，喚起他們高尚的道德情操，使其產(chǎn)生強烈的歸屬感、自尊感和使命感，從而促進學(xué)生的道德發(fā)展。如我校在充分調(diào)研論證的基礎(chǔ)上，確立了“創(chuàng)造適合每一位學(xué)生發(fā)展的教育”的辦學(xué)宗旨，以“刻苦、勤思、創(chuàng)新、求實”為校訓(xùn)，在教師職業(yè)道德教育方面作了廣泛的探索和嘗試，強化師德學(xué)習(xí)，注重以課堂外的修為來促進課堂上的教育教學(xué)工作，定期開展 “最美教師”、“師德十佳標(biāo)兵”評選活動，要求教師與孩子們結(jié)成“交心的朋友”，積極營造成一種民主、平等、友好的師生氛圍和協(xié)作的生生關(guān)系，積極開展“平安校園”、“詩詞校園”、“安全文明校園”、“生態(tài)校園”、“人文校園”創(chuàng)建活動，堅持以健康的文化熏陶人，正確的輿論引導(dǎo)人，先進的理念造就人，優(yōu)秀的作品鼓舞人，學(xué)校黑板報、宣傳窗、紅領(lǐng)巾廣播站、少先隊監(jiān)督崗等常態(tài)化、規(guī)范化、制度化的宣傳教育活動緊密跟進，形成了“刻苦、勤思、進取”的學(xué)風(fēng)、“敬業(yè)、愛生、嚴(yán)謹”的教風(fēng)和“勤奮、文明、健美”的校風(fēng)，成為了學(xué)校最具凝聚力、向心力的東西，最深刻、最穩(wěn)定地反映出學(xué)校的精神文化氛圍，它如同隨風(fēng)潛入夜，潤物細無聲的春雨，滋潤著少年兒童的心田，陶冶著少年兒童的情操，凈化著少年兒童的心靈，以巨大的感召力引領(lǐng)他們積極進取、砥礪德行、磨練意志、塑造自我，從而成為具有優(yōu)良個性的合格人才。

三、建設(shè)校本德育文化

引領(lǐng)學(xué)生人生目標(biāo)

荀子曰：“蓬生麻中，不扶自直，白沙在涅，與之俱黑?！笨茖W(xué)研究也表明，道德是被感染的，而不是被教導(dǎo)的。創(chuàng)設(shè)校園文化氛圍，就是要使學(xué)生在良好的教育環(huán)境中耳濡目染，潛移默化地受到教育和影響，由于各校的地域、生源等存在差異，校本德育文化便成為了學(xué)校最醒目也是最富有標(biāo)志性的文化領(lǐng)域。我校德育工作根據(jù)學(xué)校的辦學(xué)理念，以端陽文化藝術(shù)節(jié)為載體，提煉出了“詩詞益智、詩詞冶情、詩詞明理、詩詞健體”的校本育人模式，努力提升第二課堂活動層次，拓展德育途徑，定期舉辦中華經(jīng)典誦讀比賽、參與社會實踐活動、讀書活動、知識競賽等，為校園文化增添色彩和生機，學(xué)生于濃厚、多彩的校園文化氛圍中受到熏陶、感染、啟迪，激發(fā)了他們的主體意識和道德情感，不斷提高自身的批判能力和免疫能力，從而逐漸實現(xiàn)學(xué)校德育對社會的適應(yīng)與超越。

四、重視制度文化建設(shè)

促進德育可持續(xù)發(fā)展

學(xué)校制度文化建設(shè)是當(dāng)前文化立校、文化理校不可或缺的關(guān)鍵一環(huán)，學(xué)生是學(xué)校管理的主要對象，他們在校行為的表現(xiàn)，是體現(xiàn)學(xué)校文化氛圍和工作方式的主要方面，學(xué)校制度文化建設(shè)為學(xué)校德育營造了一種崇德、礪志、求真、向美的氛圍，有利于促進學(xué)生的自我管理，正如前蘇聯(lián)著名的教育革新家、教育理論家和教育實踐家馬卡連柯曾經(jīng)所說：“我們應(yīng)當(dāng)把有組織的教育影響針對著集體，同時，我們相信，對個人的最實際的工作方式是把個人保留在集體內(nèi)?！币虼耍瑢W(xué)校的每個成員都需要有一定的行為準(zhǔn)則來統(tǒng)一其信念，價值觀和行為，以保證學(xué)校德育目標(biāo)的實現(xiàn)和教育活動的一致性。近年來，我校領(lǐng)導(dǎo)班子團結(jié)、務(wù)實、高效，善于學(xué)習(xí)，勇于開拓，構(gòu)建了“校級決策，中層運轉(zhuǎn)，班組實施，教代會監(jiān)督”的縱向管理運行機制，以“民主、求實、創(chuàng)新”為宗旨制定了一套比較全面、系統(tǒng)、可操作的管理制度，實施“以制度管理為基礎(chǔ)，以情感管理為動力，以師生發(fā)展為根本”的民主管理思想，師生行為得到了有效的約束，大大地激發(fā)了奮發(fā)向上積極進取的熱情，形成了自我激勵、自我約束、自我管理的制度文化，學(xué)校的管理目標(biāo)內(nèi)化為學(xué)生的需要、動機，他們會自己管理自己，自己教育自己，不斷努力提高自己，使自己日臻完善，從而有效地促進了學(xué)校德育工作的可持續(xù)發(fā)展。

總之，校園文化就像一部立體的、多彩的、富有磁力的教科書，它引領(lǐng)學(xué)校各項建設(shè)，更讓學(xué)校德育工作具有持久的生命力。每一所學(xué)校，都應(yīng)該胸懷長遠，以厚重的責(zé)任感和使命感，亮出自己校園文化建設(shè)的品牌，讓校園文化升華為塑造教育的生命文化，從而培養(yǎng)出一代代社會主義事業(yè)的高素質(zhì)的建設(shè)者和接班人。

第五篇：校園文化論文

校園文化建設(shè)研究與實踐

校園文化是學(xué)校教育不可缺少的重要組成部分，是學(xué)校所具有的特定的精神環(huán)境和文化氛圍，它體現(xiàn)了一所學(xué)校的校風(fēng)。健康和諧的校園文化能給師生創(chuàng)造一個有形而莊重的心理“磁場”，能在無形中統(tǒng)攝全體師生的靈魂，起到“潤物細無聲”的教育魅力。正是認識到校園文化的重要性，注重加強校園文化建設(shè)，使其成為全面育人的輻射源，成為素質(zhì)教育的能量庫，成為一部無聲的教科書。

基本內(nèi)容

首先，我們明確校園文化建設(shè)對于推進課題開展的重要性和必要性。

校園文化是指學(xué)校這個特殊場所具有的特定的精神環(huán)境和文化氛圍，是由教育者和被教育者雙主體以校園為空間背景，圍繞教學(xué)活動和校園生活而創(chuàng)制并共享的，以文化沖突與統(tǒng)整為表征的亞文化系統(tǒng)。它體現(xiàn)在顯性課程和潛在課程（亦稱隱性課程）兩方面，顯性課程指學(xué)校規(guī)定學(xué)生必須掌握的知識、技能、思想觀點、行為規(guī)范等，潛在課程包括校園建筑、文化設(shè)施和環(huán)境布置等有形環(huán)境和校風(fēng)、教風(fēng)、學(xué)風(fēng)、人際關(guān)系、文化生活、集體輿論、心理氣氛以及校園群體觀點、信念等無形環(huán)境。后面的這些校園精神和校園價值觀等觀念形態(tài)的東西是校園文化的深層結(jié)構(gòu)和核心內(nèi)容，對于整個校園的生存和發(fā)展都具有指導(dǎo)意義，是校園建設(shè)的無形資產(chǎn)，與學(xué)校的辦學(xué)質(zhì)量連接在一起的，是學(xué)校重要的可持續(xù)發(fā)展要素之一。我們應(yīng)當(dāng)重視校園文化的建設(shè)，并努力使其育人作用得以充分發(fā)揮。

作為一種潛在的隱性課程為主的校園文化，在對學(xué)生的思想品德教育和良好的行為習(xí)慣的養(yǎng)成教育中，具有情境性、滲透性、持久性、暗示性和愉悅性等特點。校園文化正是以它形象直觀的表達形式，把思想教育寓于各種具體可感的情境之中。校園文化的教育功能正是通過學(xué)校健康向上的精神因素以及優(yōu)美的物質(zhì)環(huán)境所施加給學(xué)生的積極影響和感染、熏陶而實現(xiàn)的。

在校園文化建設(shè)中，如何才能充分發(fā)揮校園文化的德育功能，并使學(xué)生逐漸形成正確的愛國成才觀，必須把握好如下幾個原則。

首先，教育性原則。古人云：“百行以德為首?！?人無德不立，國無德不興。道德建設(shè)的好壞，體現(xiàn)著一個國家民眾的精神狀態(tài)，影響著一個民族事業(yè)的興亡勝衰。道德興，國家興；道德興，民族興--這是現(xiàn)實得出的結(jié)論。學(xué)校是教育人、培養(yǎng)人的場所，校園文化作為學(xué)校教育的一部分，首先必須突出教育性特點，時時、處處把握教育性原則，只有這樣，才能充分發(fā)揮校園文化潛在的導(dǎo)向功能。通過各種有效形式對學(xué)生進行愛國主義、集體主義、社會主義和中華民族精神教育，探求激發(fā)學(xué)生學(xué)習(xí)成才的規(guī)律，使學(xué)生的綜合素質(zhì)不斷提高，在形成正確的愛國成才觀的基礎(chǔ)上提高學(xué)習(xí)成績。

其次，科學(xué)性原則。校園文化建設(shè)是學(xué)校的一項整體工程，它涉及面廣，需要調(diào)動方方面面的力量，學(xué)校應(yīng)精心統(tǒng)籌，科學(xué)規(guī)劃，合理安排，避免出現(xiàn)各行其事、相互掣肘的局面。例如，學(xué)生課余文化生活，一要建立組織系統(tǒng)，從領(lǐng)導(dǎo)機構(gòu)到專、兼職輔導(dǎo)老師，再到學(xué)生必須環(huán)環(huán)相扣；二要根據(jù)學(xué)生的年齡、知識結(jié)構(gòu)、心理特點，合理安排活動的內(nèi)容，基本上形成序列，以滿足不同年級、不同特點、不同興趣愛好學(xué)生發(fā)展的需要。

最后，藝術(shù)性原則。在校園文化建設(shè)中，要有藝術(shù)眼光，要讓學(xué)生通過學(xué)校的設(shè)施、氛圍等，處處受到藝術(shù)的感染，得到美的享受。校園環(huán)境的綠化、美化，應(yīng)努力做到四季各有特點，陽春蔥籠滴翠，盛夏濃蔭覆地，涼秋紅楓似火，寒冬松柏長青；校園建筑的設(shè)計、景點的安排，努力做到外形、色彩和諧統(tǒng)一，給人以爽心悅目的感覺；學(xué)校文化活動的安排，也要融教育性、科學(xué)性和藝術(shù)性于一體，努力使活動開展得新穎、活潑有趣，使校園文化對青少年學(xué)生產(chǎn)生強烈的感染力和吸引力，促使他們主動、熱情、積極地參與其中，從而使他們的思想情操自然而然地得到陶冶，心靈在無形之中得到凈化。目前，我們已經(jīng)做的一些工作：

發(fā)掘環(huán)境文化。

1、發(fā)掘環(huán)境文化。

學(xué)校無閑處，處處熏陶人。環(huán)境不僅是學(xué)生生活的空間，也是培養(yǎng)學(xué)生文明素質(zhì)的載體。我們發(fā)掘、利用校園的環(huán)境，形成了濃厚的立體環(huán)境文化，使一草一木、一墻一板都能說話，都起到教育人、啟迪人的作用。

恰如陶行知先生所言“一草一木皆關(guān)情”。教室里、走廊上，懸掛的是歷屆畢業(yè)生以及在校普通班、美術(shù)特色班學(xué)生的優(yōu)秀作品，自己的作品讓學(xué)生感受到成功的喜悅；我們又兩次動員各年級全體學(xué)生收集格言警句，要求在愛國與成才的主題下，結(jié)合兩個信念：只要努力學(xué)習(xí)，每個學(xué)生都可以成才；熱愛祖國，為國家繁榮富強而努力學(xué)習(xí)，收集有關(guān)人格、人生觀、道德觀、世界觀等的格言警句，每班選定名人或自編的共兩條格言警句經(jīng)過加工制作分別布置在教室內(nèi)外。通過個別訪談，我們了解到這些格言警句的確對部分同學(xué)起到了一定的激勵作用。

哲理雋語讓學(xué)生體會，凡人小語使學(xué)生共鳴，名人名言叫學(xué)生醒悟思索。課題組還提議組建?！靶∮浾邎F”，創(chuàng)辦校報《晨曦報》，建立長橋中學(xué)網(wǎng)站，?？?、校報及時報道學(xué)校的新人、新事、新面貌，堅持以正確的輿論引導(dǎo)人、優(yōu)秀的作品鼓舞人。學(xué)校將原有的宣傳櫥窗留出一半作為愛國成才教育的專欄，定時更換其中的內(nèi)容，學(xué)生和老師們課余時間看專欄已經(jīng)成為一種習(xí)慣。學(xué)生生活在這樣一個充滿著健康的、蓬勃向上的文化氛圍之中，心靈自然蕩滌，思想必然升華。

2、修煉禮儀文化。

健康的、高雅的交際方式和能力是現(xiàn)代中學(xué)生必備的素質(zhì)之一，怎樣處理同學(xué)間關(guān)系？怎樣處理師生關(guān)系？怎樣處理與父母的關(guān)系？怎樣認識愛國與成才的關(guān)系等等。優(yōu)化學(xué)校人際環(huán)境，開展尊師愛生活動，建立起良好和諧的師生關(guān)系。同時，發(fā)揮班級環(huán)境的熏陶教育，如發(fā)揮學(xué)生的主體作用，師生共同營造良好的人際環(huán)境，包括班風(fēng)、學(xué)風(fēng)、集體輿論、文化氛圍等，老師和學(xué)生無論是在課堂或課后都倡導(dǎo)“贊賞鼓勵”。目前，“老師好！”已經(jīng)成為校園流行語。

環(huán)境育人

蘇霍姆林斯基說過：讓校園的每一塊墻壁都會“說話”。整個校園，就是思想品德教育的大課堂，要讓學(xué)生視線所到的地方，都帶有教育性。為了實現(xiàn)這一目標(biāo)，我們賦石壁、磚壁生命，讓墻壁“說話”，并使其成為陶冶學(xué)生的“主體的畫，無聲的詩”。

1.走廊藝術(shù)，成為孩子們努力攀登的又一高峰。在我們每個班級外面的走廊里，都有一張巨幅照片，那是大家一致推選的“每月之星”。上面有他們的自我簡介，更重要的是還有他們獲得的一份份榮譽。所以，每每新更換一期，都有同學(xué)們駐足欣賞的身影，那是對被選同學(xué)的羨慕，也是對自己的期待。校園走廊成了同學(xué)們引以為豪的領(lǐng)地，因為在“每月之星”旁邊的墻面上，還有屬于他們的“名人名言”。每到征集“名人名言”時，每個人都絞盡腦汁，希望自己能成為班級中的名人，就算平時懶于寫作的同學(xué)也不例外。

2.教室布置，是孩子們各顯神通的絕佳時機。教室里分布了各種各樣的版塊，這些版塊上都有不同的名字“優(yōu)作園地”、“我們的故事”、“成長的足跡” ……學(xué)生的優(yōu)秀作文、成長記錄、美術(shù)作品在這里展示，從而形成了每個班級不同的人文氛圍。我們欣喜地看到他們的汗水在這里凝聚，智慧在這里閃光，個性在這里張揚，夢想在這里起航……

3.“溫馨提示”，是孩子們品德形成的又一途徑。走進校園，你會發(fā)現(xiàn)門口的草坪上有著孩子們溫馨的提示：“建文明校，做文明人。”、“手上留情花自香，腳下留青草如茵?！薄ⅰ罢湎б环菥G，留于千人賞?！薄ⅰ?學(xué)校是我家，潔凈靠大家?！薄@些兒童化的語言對學(xué)生良好品德習(xí)慣的形成起到了潛移默化的作用。同學(xué)們駐足觀賞或嬉戲玩耍時，那些提示語是他們無聲的老師，告訴孩子們其實它們也有生命。

二、主題活動，豐富學(xué)生課余生活。

活動是學(xué)校生命力所在，活動是學(xué)生思想教育的有效載體。因此，寓思想品德教育于生動活潑、形象具體的校園文化活動中是行之有效的教育手段。

1.有重點、有針對性和實效性的結(jié)合重大事件、傳統(tǒng)節(jié)日、法定節(jié)日開展形式多樣、豐富多彩的主題月活動，對學(xué)生進行愛國主義和集體主義教育。

2.開展一系列文化體育活動。如三月份“學(xué)雷鋒”活動，四月份“書香校園讀寫大賽”，五月份“春季運動會”，九月份“慶祝教師節(jié)”，十月份“祖國頌詩朗誦”，十二月“冬季三項運動會” ……從而豐富師生文化生活，增強校園文化氛圍。

3.豐富學(xué)生的課余生活。學(xué)校要求班級每月出一期黑板報，每學(xué)期看兩次電影。星期六還組建了校美術(shù)、書法、足球、籃球、乒乓球等興趣小組。以豐富多彩的課余活動，展示我校學(xué)生的青春活力和無窮動力，促進學(xué)生全面發(fā)展。

三、高尚師德，促進學(xué)生養(yǎng)成教育。

1.前蘇聯(lián)教育家烏申斯基說：“在教育中，一切都應(yīng)以教育者的人格為基礎(chǔ)……只有人格才能影響人格的發(fā)展和形成?！痹趯W(xué)生面前。教師就是一本無字德育書，學(xué)生時刻都在閱讀。教師是立校之本，而師德師風(fēng)則是教育之魂。著名教育家斯霞也曾說過：“要使學(xué)生的品德高尚，教師首先應(yīng)該是一個品德高尚的人。”因此，在加強校園文化建設(shè)中，我們把師德師風(fēng)建設(shè)作為思想建設(shè)的首要工作。我們每個星期一堅持組織教師學(xué)習(xí)馬克思列寧主義、毛澤東思想、鄧小平理論，學(xué)習(xí)教育理論、常規(guī)，使每位教師樹立正確的人生觀、世界觀、價值觀。近年來，我校廣泛開展師德師風(fēng)教育，深入學(xué)習(xí)師德規(guī)范，涌現(xiàn)了一大批愛崗敬業(yè)、為人師表、開拓創(chuàng)新的先進典型，贏得了社會的廣泛贊譽。廣大教師堅持育人為本，以德立教；廣大干部勤政、廉政，師德師風(fēng)的主流是好的。

2.狠抓制度和規(guī)范建設(shè)。明確而嚴(yán)格的校規(guī)和校紀(jì)是強化校風(fēng)的重要方法，我們根據(jù)素質(zhì)教育的要求，學(xué)校的特點，師生共同制訂了體現(xiàn)時代要求的校訓(xùn)、校風(fēng)、校歌、校服等，制訂了一系列學(xué)生在校學(xué)習(xí)、生活的規(guī)章制度，嚴(yán)格抓好學(xué)生日常行為規(guī)范的養(yǎng)成教育，堅持開展文明班隊等的評比活動，以加強學(xué)生的組織紀(jì)律性，規(guī)范學(xué)生的行為，促使學(xué)生養(yǎng)成良好的行為習(xí)慣。

四、聯(lián)系社區(qū)，繁榮通小文化建設(shè)。

1.學(xué)校作為社區(qū)的一部分，同樣學(xué)校文化也是社區(qū)文化的有機組成部分，因此校園文化更重要的是帶動整個社區(qū)文化的繁榮與發(fā)展。學(xué)校成立了社區(qū)家長委員會，成立了家長學(xué)校，通過對家長家庭教育的指導(dǎo)與溝通，提高家長家庭教育的水平及家庭的文明和諧，提升家庭教育效能，從而達到對社區(qū)文化的輻射。我們經(jīng)常組織師生走訪社區(qū)各單位，同時邀請社區(qū)各屆代表人物走進校園，為學(xué)校作報告、進行法制講座、交通法規(guī)宣傳等，以社區(qū)文化來推動校園文化，以加 強“親密接觸”。校江海小記者則如辛勤采蜜的小蜜蜂，對居委會進行了采訪，收獲頗豐。同時，新近成立的學(xué)?！皭坌纳纭币矊褠坌姆瞰I給社區(qū)，開展各種形式的公益活動。

2.充分利用社區(qū)文化推動校園文化，使之成為學(xué)生認識和了解社會的窗口。

如今，校園文化已經(jīng)升華為一種全方位塑造教育的生命文化。在這樣的文化熏陶下，學(xué)校已經(jīng)成為充滿思想、底氣和智慧的校園，通小人的觀念、品味、學(xué)養(yǎng)……也都在逐步升華，通小文化也讓學(xué)校真正成為師生一路進取和成長的精神家園

一、校園文化的內(nèi)涵及功能。

校園文化就是學(xué)校全體師生員工在學(xué)習(xí)、工作和生活的過程中所形成的并共同擁有的價值觀、信仰、態(tài)度、作風(fēng)和行為準(zhǔn)則。它主要是通過學(xué)校歷史、學(xué)校的形象標(biāo)志、學(xué)校建筑、內(nèi)部機構(gòu)設(shè)置、學(xué)校管理制度、管理行為、校風(fēng)、教風(fēng)、學(xué)校的各種活動儀式、師生關(guān)系、學(xué)校環(huán)境、辦學(xué)思想、管理觀念、員工的工作態(tài)度等表現(xiàn)出來。它是學(xué)校中比較復(fù)雜的隱性課程和管理對象。加強校園文化建設(shè)與管理，可以提高校園文化的品位，強化文化的育人功能。

校園文化在育人方面有著強大的功能。首先是德育功能。第一、有利于陶冶學(xué)生的情操。優(yōu)美的校園環(huán)境有著春風(fēng)化雨，潤物無聲的作用。學(xué)生在校園環(huán)境中受到感染和薰陶，觸景生情，因美生愛，從而激發(fā)學(xué)生熱愛學(xué)校，進而熱愛家鄉(xiāng)、熱愛祖國的高尚品德。第二、有利于規(guī)范學(xué)生的行為。健全的規(guī)章制度及健康的集體輿論對學(xué)生的學(xué)習(xí)、生活及思想言行具有規(guī)范作用。當(dāng)學(xué)生的思想言行不符合制度規(guī)范及集體輿論的要求時，他就會自我調(diào)節(jié)矯正。第三、有利于培養(yǎng)學(xué)生的集體意識和協(xié)作精神。校園文化建設(shè)是以學(xué)校集體為單位，注意學(xué)校的集體形象。這就要求學(xué)生必須處理好個人和集體之間的關(guān)系，注意相互間的協(xié)作。第四、有利于培養(yǎng)學(xué)生的健康個性，促進學(xué)生的心理健康。中學(xué)生渴望精神生活的豐富多彩，而且不同的人有不同的興趣愛好。多彩的校園文化適應(yīng)了中學(xué)生精神需求的多樣化、個性化的特點，避免了對學(xué)生人格塑造單一化的傾向。當(dāng)今中小學(xué)生的心理適應(yīng)能力是比較差的，而優(yōu)美的校園環(huán)境、豐富多彩的校園文化、和諧的人際關(guān)系能培養(yǎng)學(xué)生較強的心理適應(yīng)能力。

其次是美育功能。愛美是人的天性，中小學(xué)生也不例外。中小學(xué)生在追求美的過程中又存在著明顯的弱點：他們追求美，卻不善識別美；只追求外在美，而不善追求內(nèi)在美；不懂得美具有廣泛復(fù)雜而深刻的內(nèi)涵。而優(yōu)良的校園文化有利于培養(yǎng)學(xué)生正確的審美觀，提高他們的審美能力及創(chuàng)造美的能力。校園環(huán)境的凈化、文明禮貌語言的使用、和諧人際關(guān)系的形成，均可誘導(dǎo)學(xué)生鑒賞美、追求美、創(chuàng)造美。

再次是實踐功能。隨著分配制度、就業(yè)制度、勞動用工制度、干部人事制度的改革，學(xué)生將面臨著人才市場和優(yōu)化勞動組合等種種考驗。這些考驗固然檢驗著高等教育的教育質(zhì)量，但同時也對中小學(xué)校所代表的基礎(chǔ)教育提出了挑戰(zhàn)。因此，要想在市場競爭中立于不敗之地，就必須樹立競爭意識，努力增強自己的競爭實力。以創(chuàng)建活動、達標(biāo)活動、爭先創(chuàng)優(yōu)活動及各種競賽活動為載體的校園文化對于中小學(xué)生樹立強烈的競爭意識、參與精神有著極為重要的現(xiàn)實意義。它既增強了學(xué)生的競爭意識，又使學(xué)生在爭創(chuàng)活動中受到鍛煉，提高競爭能力。

加強學(xué)校園文化建設(shè)的重要意義

（一）加強學(xué)校園文化建設(shè)是社會主義精神文明的需要。校園文化是學(xué)校社會主義精神文明的重要組成部分和重要載體。學(xué)校不僅是培養(yǎng)社會主義事業(yè)建設(shè)者和接班人的重要陣地，還是傳播社會主義精神文明和社會主義文化的重要陣地。建設(shè)高格調(diào)、高質(zhì)量的校園文化，對學(xué)校堅持社會主義辦學(xué)方向，繼承和發(fā)揚中華民族優(yōu)秀的文化傳統(tǒng)和革命傳統(tǒng)，吸收世界文明成果，培育高素質(zhì)人才，都具有十分重要的意義，對社會的精神文明和文化建設(shè)具有重大影響。學(xué)校的校園文化建設(shè)，應(yīng)當(dāng)走在社會的前面，充分發(fā)揮其示范作用和輻射作用。

（二）加強學(xué)校園文化建設(shè)是素質(zhì)教育的需要。素質(zhì)教育的內(nèi)涵就是全面貫徹黨的教育方針，以提高國民素質(zhì)為宗旨，以培養(yǎng)學(xué)生的創(chuàng)新精神和實踐能力為重點，造就有理想、有道德、有文化、有紀(jì)律的德智體美全面發(fā)展的社會主義事業(yè)的建設(shè)者和接班人。加強校園自然環(huán)境的規(guī)劃與布局，建設(shè)有利于師生身心健康發(fā)展的校園文化，是學(xué)校教育的一項基礎(chǔ)建設(shè)，是全面貫徹教育方針、深入實施素質(zhì)教育的現(xiàn)實需要。著名教育家蔡元培先生曾說：“欲知明日之社會，須看今日之校園”，簡約而深刻地指出了校園文化的重要作用，即它在一定程度上反映并直接推動著社會主流文化的生成和發(fā)展，對于提高學(xué)生的綜合素質(zhì)有重要的價值。

（三）加強學(xué)校校園文化建設(shè)是新課程改革的需要。新課程改革強調(diào)校本課程的開發(fā)。校本課程開發(fā)強調(diào)以學(xué)校為基礎(chǔ)開發(fā)課程，充分調(diào)查學(xué)校所在地區(qū)的需求，調(diào)查學(xué)生的需求和特征，然后通過科學(xué)程序編制課程，這就使校本課程開發(fā)尊重學(xué)生、學(xué)校和社區(qū)的差異性，保證了課程真正以促進學(xué)生發(fā)展為目的，適合本地區(qū)的經(jīng)濟需要，適時順應(yīng)社會需求。校園文化作為一種潛在的課程，通常包括滲透在課程、教材、教學(xué)活動、班級氣氛、人際關(guān)系、校園文化和家庭、社會環(huán)境中的文化價值、態(tài)度、習(xí)慣、禮儀、信仰、偏見和禁忌等等，它對學(xué)校的廣大師生起著潛移默化的影響作用，所以加強以校園文化為主題的校本課程開發(fā)，可以充分挖掘?qū)W校潛在的教育因素，促進學(xué)生個性的形成，同時促進教師的專業(yè)成長和學(xué)校特色的形成。

隨著基礎(chǔ)教育的改革與發(fā)展，校園文化建設(shè)越來越顯現(xiàn)其重要的地位和作用，越來越引起有關(guān)部門的關(guān)注和重視，并取得了一些可喜的成果，這對促進基礎(chǔ)教育的改革與發(fā)展起到了積極作用。但就整體而言，還有相當(dāng)一部分學(xué)校的校園文化建設(shè)存在著比較明顯的不足。在新的形勢下，加強中小學(xué)校園文化建設(shè)，努力推進素質(zhì)教育發(fā)展，對青少年健康成長具有極其突出的現(xiàn)實意義。

三、目前，學(xué)校校園文化建設(shè)面臨的主要問題：

當(dāng)前，從學(xué)生人文素質(zhì)的現(xiàn)狀、學(xué)校常規(guī)管理的水平來看，中小學(xué)校園文化建設(shè)工作仍然存在薄弱環(huán)節(jié)，大部分教師和個別學(xué)校領(lǐng)導(dǎo)對校園文化建設(shè)的認識還只是停留在膚淺的層面上。主要表現(xiàn)為：

（一）是校園文化建設(shè)缺乏組織領(lǐng)導(dǎo)，缺乏整體設(shè)計和綜合管理，普遍處于松散無序狀態(tài)。學(xué)校領(lǐng)導(dǎo)對校園文化建設(shè)的重要意義認識不足，不能自覺地建設(shè)和正確導(dǎo)向校園文化。

（二）是學(xué)校對社會文化缺乏積極有效地反饋、篩選和導(dǎo)向、疏導(dǎo)，在學(xué)校當(dāng)中“讀書無用論”、講享受、搞攀比、出入電子娛樂場所等非理性文化傾向成為時尚。

（三）學(xué)校中占主要地位的是學(xué)生自發(fā)形成的通俗文化、淺層次文化，如校園童謠、流行歌曲，與學(xué)校教育對學(xué)生的要求和校園的主導(dǎo)文化有較大的距離，需要正確的引導(dǎo)，促進其層次的提高。

（四）是學(xué)校組織的體育活動、藝術(shù)節(jié)等，活動的形式過于單調(diào)，不注重普及性，對學(xué)生缺乏應(yīng)有的吸引力和凝聚力。

（五）是師生在校園文化建設(shè)中的積極性和潛能未充分的發(fā)揮出來，需要進一步開發(fā)。

（六）是教師文化素質(zhì)不能適應(yīng)校園文化建設(shè)的要求，特別是文化導(dǎo)向上的要求，教師隊伍自身的問題亟需解決，如講進取、講奉獻的風(fēng)氣淡薄了，無心施教的現(xiàn)象近年來有所發(fā)展。

（七）校園建筑、環(huán)境布置缺乏文化風(fēng)格，有些學(xué)校校舍墻體脫落、校舍校貌陳舊零亂，綠化美化缺乏文化品位，發(fā)揮不了物質(zhì)文化的教育功能。

促進學(xué)校園文化建設(shè)的對策

（一）在校園物質(zhì)文化建設(shè)的同時，突出校園精神文化建設(shè)。

精神文化是校園文化的核心和靈魂，在校園物資文化建設(shè)的同時要加強校園精神文化建設(shè)。良好校園精神文化，有利于濃厚的教育、學(xué)習(xí)氛圍的形成，也能在教育直接難以達到或不能充分發(fā)揮效用的地方產(chǎn)生影響，成為教育的向?qū)Ш陀幸娴难a充。校園精神文化是不斷適應(yīng)社會精神文化發(fā)展要求的，是校園主體精神社會化的過程和縮影，能通過其特有的精神環(huán)境和文化氛圍使校園內(nèi)的每個人在潛移默化之中，在思想觀念、價值取向等各個方面與現(xiàn)存社會文化趨同，實現(xiàn)對人的精神、心靈、性格的塑造。因此，各中小學(xué)在校園物質(zhì)文化建設(shè)的同時，也要大力加強校園精神文化建設(shè)。堅持 “兩手抓”的政策，使校園物質(zhì)文化建設(shè)與精神文化建設(shè)相輔相成，相互促進。

（二）加強制度文化建設(shè)，.注重校園文化建設(shè)的創(chuàng)新性，突出校園文化建設(shè)的個性化、特色化。

“不依規(guī)矩，不成方圓”，一所學(xué)校，須有一套完整的制度。但是要賦予制度以文化色彩，使制度“文化”化。學(xué)校在制訂規(guī)章制度中，應(yīng)突出價值觀念、素質(zhì)要求、態(tài)度作風(fēng)等，給制度以靈魂、強調(diào)人的理想信念、奮斗方向、做人準(zhǔn)則，把精神要求與具體規(guī)定有機地結(jié)合起來，把“軟文化”與“硬制度”熔于一爐，鑄造出剛?cè)嵯酀?、軟硬相容的“合金”式的?guī)章制度。使之既能起強制作用，又能發(fā)揮激勵規(guī)范的作用。使師生在執(zhí)行制度、遵守紀(jì)律的同時，享有自尊，實現(xiàn)自我價值。

各中小學(xué)要創(chuàng)建的校園文化，既要繼承發(fā)揚中國傳統(tǒng)文化的精華。擯棄那些不合時宜的舊思想、舊觀念，同時又要積極吸收有益的外來校園文化的新觀念、新經(jīng)驗，使傳統(tǒng)的文化向現(xiàn)代文化方向發(fā)展，使校園文化更具有時代性、科學(xué)性、獨創(chuàng)性。由于各中小學(xué)所處的地理位置、民族特征等方面存在著差異，在教師隊伍的素質(zhì)和學(xué)生的發(fā)展經(jīng)歷等方面有著明顯的不同，所以，各中小學(xué)校園文化建設(shè)趨同性的同時，還要繼續(xù)保持各自獨特的風(fēng)格。

（三）加強校園活動建設(shè)，突出師生的重要性，充分發(fā)揮校園文化建設(shè)的主體作用。

校園文化活動是校園文化載體的重要組成部分。學(xué)校的育人主要通過學(xué)生的活動展開（認知活動、養(yǎng)成活動、培養(yǎng)活動、訓(xùn)練活動等）。根據(jù)學(xué)生的身心特長，寓教育于豐富多彩的文化活動中，讓學(xué)生在活動中求真、求知、求樂，使他們在參與中自我教育、自我管理、自我發(fā)展。根據(jù)不同年段的學(xué)生的認識結(jié)構(gòu)、興趣特點、能力水平和心理、生理特性，設(shè)計和采取多樣活動內(nèi)容和活動形式。多彩的校園文化活動，培養(yǎng)了學(xué)生的興趣，開拓了學(xué)生的視野，增長了學(xué)生的才干。

校園文化的主體結(jié)構(gòu)中，學(xué)生是校園文化的聚焦點，教師是校園文化的晶核，要充分發(fā)揮他們各自的作用，促進校園文化的建設(shè)。

首先，發(fā)揮先進學(xué)生的榜樣作用。在中小學(xué)，少先隊員的榜樣作用對校園文化的建設(shè)有著重要貢獻。少先隊員們在學(xué)校生活中，以他們的天真活潑、純樸可愛、助人為樂等展示了新時期少年兒童的美好心靈。一所學(xué)校，這樣的優(yōu)秀學(xué)生越多，這所學(xué)校的校園文化建設(shè)得就越好。

其次，要努力發(fā)揮教師的作用，在校園文化建設(shè)的主體中，教師是核心。教師擔(dān)負著傳播科學(xué)文化知識，培養(yǎng)合格人才的繁重任務(wù)，因而教師要加強自身的修養(yǎng)。孔子指出：“其身正，不令而行，其身不正，雖令不從。”優(yōu)秀教師崇高的師德，嚴(yán)謹?shù)闹螌W(xué)態(tài)度和與人為善的處事原則，對人生觀、價值觀均未確立或正在確立的中小學(xué)生來說，會產(chǎn)生極其深刻的影響。這種影響，往往對學(xué)生的人生發(fā)展會起重要作用。

（四）加強精神文化建設(shè)，要以育人為目的，充分發(fā)揮校園文化的教育功能

精神形態(tài)的校園文化，是校園文化的最高層面，即所謂的“深層面”，這一層面表現(xiàn)在：一是學(xué)校目標(biāo)，全體員工一致努力、為之奮斗，逐步成為全體成員的共識，成為學(xué)校工作的凝聚點；二是價值觀念，應(yīng)通過各種途徑，采取各種方式，樹立全新的價值觀念，使之成為全體師生共同享有的學(xué)校內(nèi)評價人與事的價值，評價成功與失敗，成績與缺點的觀念和標(biāo)準(zhǔn)；三是精神作風(fēng)，學(xué)校可通過各種方式不斷同化、培育師生員工的這種精神作風(fēng)，來推廣學(xué)校的行為規(guī)范，發(fā)揮精神形態(tài)的校園文化的規(guī)范功能；四是校園禮儀，在學(xué)校目標(biāo)、價值觀念和精神作風(fēng)的指導(dǎo)下，沿襲而形成的學(xué)校文化傳統(tǒng)形式，是禮節(jié)、儀式化的價值觀念。比如：互致問候、升旗儀式，、頒獎儀式、穿校服、戴校徽、升校旗、掛校標(biāo)，都能激發(fā)和強化師生員工的文化意識，使大家受到濃烈的感情熏陶，產(chǎn)生歸屬感和自我約束力。

各中小學(xué)為了實現(xiàn)自己的培養(yǎng)目標(biāo)，有必要注重校園文化的教育功能，這種功能不同于教師教、學(xué)生學(xué)的課堂教學(xué)以單向灌輸為主的教育功能，也不是以強制性的手段來使學(xué)生接受教育，而是通過非強制性的手段，在耳濡目染、潛移默化之中感染學(xué)生，使學(xué)生真正享受校園文化建設(shè)的成果，得到全面健康的發(fā)展。

（五）加強和諧人際建設(shè)，增強校園文化建設(shè)的開放性，拓展校園文化建設(shè)的空間。

從某種意義上講，人際關(guān)系是一種高級形式的校園文化。良好的人際關(guān)系不僅可以使學(xué)生全身心地投入學(xué)習(xí)，促進學(xué)生奮發(fā)向上，健康成長，還可以形成良好的集體意識。良好的集體意識是一種向上的群體規(guī)范，是對學(xué)生思想品德的一種無形的巨大的力量。師生間只有建立融洽和諧的關(guān)系，才能取得最佳教育效果，“親其師”才會“信其道”。教師要有目的地引導(dǎo)、強調(diào)同學(xué)間的人際關(guān)系應(yīng)遵循守紀(jì)、理解、團結(jié)、互助的基本原則，克服嫉妒、自卑、自傲、自私的不良心理，鼓勵學(xué)生充滿自信、公平競爭、幫人所需、大度為懷。提倡同學(xué)間學(xué)習(xí)上互幫互學(xué)，共同進步；生活上一人有難，八方相助；紀(jì)律上互相督促，互相提醒；思想上互相交流，互相提高。同時要重視學(xué)生的心理疏導(dǎo)，幫助他們解除煩惱健康地成長。

增強校園文化建設(shè)的開放性，要實施“走出去，引進來”的政策。首先是讓學(xué)生走出去。長期以來很多學(xué)校從管理角度出發(fā)，利用學(xué)校的圍墻把學(xué)生與外面的世界隔開，認為這樣可以使學(xué)生避免外界的干擾，從而使學(xué)生健康地成長。出發(fā)點是好的，但是，學(xué)生的大多數(shù)校園活動過多地局限在校內(nèi)，是不利于學(xué)生成長的。單純而又缺乏與社會充分接觸的校園活動當(dāng)然也能夠培養(yǎng)學(xué)生的能力，卻在無形中束縛了學(xué)生的思維。教育者要使學(xué)生走出校園，充分接觸大自然，更多地參加社會實踐活動，使他們的心靈慢慢成熟起來。其次是引進來。在滿足師生需要的前提下，把學(xué)校的校園活動場所如體育館、圖書館等全面對社會開放。校園文化活動吸納社會各界的參與，把其他學(xué)校的學(xué)術(shù)講座、體育競賽、文藝演出引進校園。這種建設(shè)的思路既可以塑造校園形象，加深外界對學(xué)校的了解，又可以拓展學(xué)校校園文化建設(shè)的空間。校園文化建設(shè)過程中應(yīng)把握好幾個原則

（一）重要性原則。高水平的學(xué)校管理，歸根到底還是文化的管理。高品位校園文化的形成，必定給學(xué)校注入勃勃地生機與活力。輕視學(xué)校文化的建設(shè)，師生的精神家園將頹廢散亂，學(xué)校將失去發(fā)展提高的目的。

（二）獨立性原則。沒有獨立精神的校園文化無異于沒有校園文化。學(xué)校應(yīng)根據(jù)自己的特點和具體環(huán)境，進行具體的設(shè)計定位?？v觀成功學(xué)校的校園文化建設(shè)，不難發(fā)現(xiàn)都有其獨特的校園文化。

（三）人本性原則。學(xué)校領(lǐng)導(dǎo)要引導(dǎo)師生員工正確認識學(xué)校所倡導(dǎo)的工作目標(biāo)和價值標(biāo)準(zhǔn)，讓他們體驗到“我做對了”，“我做好了”，“我成功了”。

（四）長期性原則。學(xué)校文化是一個學(xué)校在長期經(jīng)營中形成的，其建設(shè)是一個漫長的過程，是一個反復(fù)。

總之，校園文化是學(xué)校教育的一個重要組成部分，是素質(zhì)教育的重要載體。加強校園文化的過程，是循序漸進的過程，需要持之以恒，除正面教育、積極灌輸外，還必須充分挖掘和利用校園文化的潛移默化作用，高度重視校園文化建設(shè)。校園文化對學(xué)生的影響雖不是立竿見影的，但卻是穩(wěn)定漸進的，要相信，優(yōu)化的校園文化必然會有利于全面實施素質(zhì)教育，促進學(xué)生健康成長和全面發(fā)展。為迎接更燦爛的明天，我們充滿信心，也會更加努力，使校園文化建設(shè)更上一層樓。