第一篇：校园文化论文英文

本 科 生 毕 业 论 文

（申请学士学位）

论文题目 作者姓名 所学专业名称 指导教师

中美校园文化差异 英 语

2011年3月12日

中美校园文化差异

滁州学院外语系

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

滁州学院本科毕业论文（设计）原创性声明

本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。本人完全意识到本声明的法律后果由本人承担。

III

签名

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 pided 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

校园文化是社会文化的重要组成部分。它来源于社会文化，是整个社会文化在大学校园的折射和反映。因此它必然受到社会主流文化的影响和制约，与社会主流文化的基本倾向保持一致的同时，又对社会的主流文化起着引领和推动作用.中美两国由于政治制度、传统文化、历史背景等不同，校园文化也存在着较大的差异。通过分析中美校园文化差异并寻求其文化根源，有助于中美两国学生之间沟通、理解。同时，美国是一个发达的、多元文化的移民国家，其丰富多彩的大学校园文化建设有其独到之处。此外，我们应立足于本国优良的传统文化，积极吸收美国校园文化中的精华，为我国现代大学教育的发展营造更好的校园文化氛围。

论文框架分为五个部分：第一部分是引言，简单介绍了文化和校园文化。第二部分从校园建筑、课余生活、独立与依赖的差异以及独立与依赖的差异这四个方面论述中美校园文化的差异。第三部分分析了造成这些差异的三个主要原因。第四部分告诉我们写论文的主要目的。第五部分总结并给出这篇论文的现实意义。

关键词：美国校园文化 中国校园文化 文化差异 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 inpidualism ………………….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 pided 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 inpidual 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 inpiduals, 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 perse groups of inpiduals 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 persified 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 inpiduality 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 perse 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 “listening 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 inpidual 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 “leave 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 inpidualism In inpidualistic cultures, each inpidual is the most important part of the social structure.In an inpidualist culture, inpiduals care for the personal interests first, then the collective interests，and put too much emphasis on inpidual 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, inpidual 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 inpidual.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 inpidual 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 inpidual 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.论名牌大学的特征[J].广西大学学报。21:115 [3]Liu Baocun刘宝存.2000.世界高等教育的个性化趋势述评[J].清华大学教育研究.4:49～53 [4]Wang Deguang王德广.2003.美国校园文化特点及其对我国高校的启示[J].三门峡学报.5:22 [5]Yin Li,Han Xiaoling殷莉,韩晓玲.2007.英汉习语与民俗文化[M].北京大

学出版社。

第二篇：校园文化论文

新形势下民办高校校园文化建设的思考

摘要：民办高校作为高校教育的新生力量，在日益激烈的办学竞争中，校园文化建设益显重要。民办高校应从自身的实际情况出发，紧紧围绕办学目标和育人宗旨，利用优势，积极创建富有民办高校特点的校园文化。

关键词：民办高校；校园文化；学风建设；制度建设；学校精神

一、民办高校校园文化建设的现状

由于民办高校的诞生、发展只有短短的20年时间，且是在无前人经验的基础上发展起来的，因此，在其办学过程、具体管理、发展方向上还存在一定问题，并凸现了地区的不平衡性，从而给校园文化建设提出了新的问题。

从校园文化建设的主体之一——学生来看。民办高校学生的录取分数线往往比公办高校略低一些，因此学习上的差距也在入学后体现出来。一项调查显示民办高校学生的大学生活“最遗憾”的事是学习。多数民办大学生上学的动机是比较积极的，但有60.6％的学生认为学习仍是目前最大的困难和问题，78.5％的学生认为自己“有目标但不具体”，这些学生的学习自觉性、主动性相对欠缺。民办学生除在学习上有较大压力外，在经济、生活、就业等方面也存有困惑，学生的心理健康问题也亟待引起关注。但同时，民办大学生的实践能力和自主意识一般较其它学生略强，其思维活跃，能动性强。在民办机制下，学生对学校的期望值颇高。学生既是校园文化建设的主体，又是校园文化的主要受益者，因此要把握住学生的特点，开展好民办高校的校园文化建设。教师作为校园文化的另一主体，对学校优良校风、学风的形成起着导向性的作用。从民办高校的师资情况来看，许多民办高校中存在着师资结构不合理的现象，出现了或“老”（离退休返聘人员多）或“少”（刚毕业的年轻教师多）的现象。同时，民办高校通常实行的是全员聘任制，它与教师的关系基本上是松散的临时雇佣关系，受学校约束少，一定程度上制约了学校教风、学风的提高。

从校园文化的客体即学生成长的客观环境来看，民办高校的校园文化建设受到了一定程度的制约。一方面是由于民办高等教育机构的办学指导理念的影响：部分民办高校的办学指导思想、培养目标不清，制度建设松散；同时办学条件严重不足，表现为学校占地少、设备不足、图书资料少、师资不稳定等方面，这对学校的物质文明建设及精神文明建设均不利。另一方面，由于社会大环境对民办教育的期望值普遍提高，民办高校对招生、教学、就业等一系列显性问题给予高度重视，狠抓落实，而往往导致了对隐性的校园文化的忽视，造成了校园文化的规划不足，出现“校园文化说起来重要、做起来不重要”的现象。

从培育高层次的校园文化——学校精神来看，由于民办高校的起步发展较晚，许多民办高校的校园精神尚处于雏形的塑造中，学校的整体特色及人才规格还需要接受时间和社会的检验。一所优秀高校的学校精神需要几十年甚至上百年的不断沉淀、积累、提炼，而对民办高校来讲，更是一个长期的过程。

二、以人为本，大力推进民办高校校园文化建设

1、充分认识校园文化建设的重要性，构筑全员共建的校园文化体系

校园文化作为一种环境教育力量，对学生的健康成长有着巨大的影响。校园文化建设的终极目标就在于创建一种氛围，以陶冶学生的情操，构筑健康的人格，全面提高学生素质。如何全面认识校园文化所蕴涵的内容，将有助于高校构筑起一个完整的校园文化建设体系。校园文化可分为广义、狭义两类。广义的校园文化指学校存在方式的总和；狭义的校园文化则指校园的精神文化或潜课程文化。从教育意义理解校园文化应该是广义的校园文化，它包括校园物质文化、校园制度文化和校园精神文化三种基本形态。因此，充分地建设和开发好校园文化的这三种基本形态，使之成为一个相互促进、相互融洽的整体，以发挥出校园文化强大的育人功能。民办高校在进行教学改革、资源优化配臵的过程中，面临着如何增强师生员工的凝聚力，协调各种人际关系，减少内耗，消除阻力，创造和谐奋进的良好氛围的重大问题。这就要求民办高校不仅要把校园文化建设纳入学校发展的总体规划并作为重点予以重视：

一方面要对正在营造过程中所进行的工作作有计划、有组织的安排、部署；另一方面要对业已形成的文化成果不仅在理论上及时地给以总结、提高，而且要及时地推广到现实中去。要处理好物质文化建设与精神文化建设的关系，要在物质文化的建设中突出精神文化的意义。

同时，要树立校园文化全员共建意识，上至学校领导、下至每个师生员工都要重视、参与校园文化的建设。校园文化在高校实现培养目标过程中的重要作用决定着它不是单靠学校内部某一部门努力就能收到应有效果，它与学校各方面工作都有关系。良好的校园文化也不只是让在校大学生受益，而且能使包括教师在内的所有师生员工受益。因此，浓郁、丰厚的校园文化所渗透、弥漫的精神氛围，需要依靠学校师生员工的整体努力。

2、以学风建设为核心，加强民办高校校园文化建设

校园文化的核心内容是群体主导价值观，它集中体现在学校的校风学风中，一个民办高校的学风的好坏，无形中决定着学校的前途和命运。民办高校的学生思维活跃，学习动机良好，竞争意识强，这就要根据学生的这一特点，主动营造积极进取、勤奋好学、崇尚科学、尊重学术的良好学习氛围，以满足学生的学习需求。

在学风建设中要加大以科技创新、学术科研为主导的校园文化建设力度。基于校园文化的发展由原先的单纯凭兴趣而转变为注重与学生的专业学习相结合、与社会实践相结合、与时代的发展要求相结合，民办高校应充分利用课内、课外多种组织形式及学校先进的现代化载体，积极引导开展科技活动，如科技讲座、竞赛、参观、实践等；发动党团组织和学生社团，建立起以学术科技大赛和各类校园学术科技活动为载体的大学生科技创新体系，使之对学生的素质教育、创造教育发挥重要的导向作用，同时也构成学生成才的一个重要途径。当然，在这些活动组织过程中，要把握好活动的层次，根据学生的实际情况，既要有一定的深度、广度，又不能脱离学生现有的知识水平，避免造成“精英文化”现象，而导致校园文化的普及面降低。开展科技活动还要与学校的教育、教学工作相协调，既注意把课内知识运用到科技活动中去，又能及时地把科技活动获得的新知识、新信息引进课堂，以丰富教学内容，提高课堂教学质量。加强现代化的媒体特别是网络的运用和管理成为众多民办高校校园文化建设的一项重头戏。美国著名未来学家阿尔温〃托夫勒说：“谁掌握了信息，控制了网络，谁就拥有整个世界。”可见，网络对于人类的生存方式及思想的影响具有举足轻重的作用。因此，民办高校应主动争取网络控制权，通过各类科技活动营造正确的舆论导向和网络规范，推动新时代的校园文化的发展及新型人才素质的培养。

民办高校还应重视日常的学风管理，加强监督机制，并组织学生开展“自我教育、自我管理、自我服务”工作，通过奖学金等各种奖惩制度来激励学生的学习，从而扭转学习风气、逐步培养良好的学习习惯。同时，优良学风的形成也得益于优良的教风。民办高校在抓学风建设时还特别要重视教师队伍的建设。学校要把教师队伍的稳定、教师教学水平、科研能力的提高作为良好学风形成和学校教学质量提高的重要前提。一方面合理引进师资，切实解决教师的待遇问题，使其安心于教学科研；另一方面积极创造条件，加强教学管理，开展各类“评教、促教”活动，保证课堂教学的质量，同时提供有力的教师学术科研保障，使学校的整体学术水平得到提高，保证学生在攀登科学高峰的道路上有好的领路人。再者，优越的教学硬件环境也能促进学风，民办高校应在硬件环境的建设中渗入精神文化，积极建设好诸如图书馆、实验室等主要的学习场所。

3、以制度建设为保障，促进民办高校校园文化发展

校园文化要发展，必须要有相配套的管理机制。要把校园文化纳入法制的轨道，通过制定校园文化管理制度，实施有效管理，以维护校园文化建设、文化活动的有序开展。但一个学校的制度建设不能仅局限于校园文化建设的管理制度，还应更加广泛和全面。以办“名校”的目标来办民校，就要求具有严格完善的规章制度和民主科学的管理方法。英国剑桥大学于1856年就颁发布了《剑桥大学法》，包括董事会制度、行政管理制度、教学制度、学位制度、财务制度等，它为剑桥大学教育及其校园文化发展提供了有力的保障。又如建立完善的竞争机制，在竞争中求生存、求发展，这是哈佛大学的座右铭；这种激烈的竞争机制和诱人的奖励措施有力地推动了哈佛师生不断向更高的目标迈进。我国的民办高等教育也应朝着这个目标发展，理顺内部体制，找准人才培养的规格和模式，不断探索，勇于创新，在国家有关政策法规的指引下，完善新型的体现其机制的一系列管理制度。当然，学校制度不应成为约束人的工具，应使其成为引导人、服务人、发展人的工具。因此，民办高校的制度建设要根据师生的内在需求、心理特征，并符合民办高校发展的内在规律，成为倡导自由、民主宽松气氛的导向性体系，使之“人格化”，而非“权力化”，以创造稳定、持久并富有创新活力的校园文化氛围，推动学校发展，提高社会认可度。制度体系建立后，还必须强化相应的责任制及监督约束机制，保证其有效实施。

4、以培育“校魂”为目标，提升民办高校校园文化内涵

校园文化的凝聚即学校精神，也称校魂。它的形成需要长期的历史积累，根植于深厚的文化土壤，是一个由外到内、由浅至深的发展过程。它作为校园文化的内在核心，具有强大的凝聚力和向心力，一旦良好的学校精神形成，它将构成一股巨大的推动力。因此，要把民校办成“名校”，就需要这种学校精神的形成和激励。它对内能创造出一个积极健康、团结向上的，能影响校内成员价值选择、人格塑造、思维方式、精神风貌等关系学校教育质量优劣的环境和组织氛围；同时，它对外又体现了学校的目标要求及办学特色，在社会上构成巨大魅力和竞争能力。民办高校要在竞争中立于不败之地，必须把学校精神的培育作为长远目标，注重把学校精神的培育与指导具体的实践相结合，在正确价值取向的导引下，充分发挥学校领导和教师的带头作用和校园典范的榜样作用，使其对校园文化建设真正起到凝聚作用，对建设特色学校起到促进作用，对培养全面发展人才起到塑造作用。民办高校要通过挖掘各类“活”的资源来不断充实精神内涵，积极培养民办大学生的集体主义精神和“母校意识”。在“校魂”的塑造过程中要充分重视创新精神的培育。培养、发展创新精神是校园文化理应追求的教育目的和人文理念。只有把创新精神融入整个学校精神的培育中去，并使之成为精神的核心之一，才能使民办高校在激烈的办学竞争中永葆蓬勃的生命力，使学校精神成为凝聚全校师生共同奋进的强大推动力。

人文学院

2008年3月7日

第三篇：校园文化论文

校园文化解析

将军一校徐素萍

德国哲学家黑格尔曾说：“人是靠精神活着的”如果一个人没有精神支柱，就会消沉、颓废、一蹶不振。同样，一个校园如果没有文化精神引领，它就没有自己的办学特色，就像人失去灵魂一样。所以说学校不能缺失文化精神。

一、对校园文化概念的理解

1、文化的概念

人们对文化的概念的探讨由来已久，这主要反映在文化定义的众说纷纭及其内容的丰富多彩方面。目前，学术界公认的意见认为，被称为人类学之父的英国人类学家E·B·泰勒，他在《原始文化》“关于文化的科学”的定义被普遍认同，经过梳理我认为文化是一种社会现象，是人们长期创造形成的产物。同时又是一种历史现象，是社会历史的积淀物。确切地说，文化是指一个国家或民族的历史、地理、风土人情、传统习俗、生活方式、文学艺术、行为规范、思维方式、价值观念等。用一句简单的话来概括就是习性，是特定人群普遍自觉的概念和方式。

2、校园文化概念的理解

（1）校园文化是以学生为主体，以课外文化活动为主要内容，以校园为主要空间，以校园精神为主要特征的一种群体文化。它是是学校办学理念、办学目标、学校精神、制度规范和行为方式的综合体现，它是侵润人心的氛围，是一种约定俗成的规则。它是学校的精神生命和灵魂。

（2）校园文化的主要特性：一是激励性。它是贯穿学校发展始终，体现师生的共同追求，激励师生的共同成长。二是独特性。它不同于其他所有学校、仅属于自己，他人无法复制和移植。

（3）校园文化包含的内容：理念文化、管理文化、制度文化、课程文化、教师文化、学生文化、环境文化等等

二、我校校园文化解析

我校的办学理念是依据华东师范大学的周洪宇博士提出的“阳光

教育”理论来进行的“阳光教育”，因此我校的校园文化建设是紧紧围绕“阳光教育”来开展的，获得了全体师生和家长的高度认同，体现了其激励性和独特性的特点。

（一）理念文化

（1）校徽的设计

校徽是一个学校的标志之一，其主要的目的是分辨人员、留存纪念和通过图案、文字来介绍学校的性质和学科，同时在佩戴校徽的时候也给佩戴者在无形中增加了纪律的约束，规范学生的行为，提高学校的知名度。我校的校徽彰显我学的办学理念和人文精神。具有象征和隐喻的功能。我校的校徽主体是开心跳跃的孩子，颜色以绿色、黄色为主，代表着蓬勃发展和热情繁荣。校徽以字母“ji”演变而成跳出圆形的束缚，主体形状为圆形，象征着团结向上，同时也代表了“阳光教育”中冉冉升起的朝阳。

（2）办学理念的确定

基于对“阳光教育”理论的学习和研究，确定我校的办学理念是：用真知和真爱为学生的幸福人生奠基。真知即正确而深刻的认识，并且真实。《庄子·大宗师》：“有真人而后有真知”。毛泽东 《实践论》：“一切真知都是从直接经验发源的。” 成语“真知灼见”是形容见解正确、透彻。亦指真正看到，确实知道。真：真的，确切的；知：知道，了解。真爱：真实、纯粹、包含情感的爱。这里指教师对学生的全部的爱，教师无私、平等又朴素的爱。前苏联伟大的理论家、教育家捷尔任斯基说过：“谁爱孩子，孩子就爱他，只有爱孩子的人，他才能教育孩子。”只有真爱孩子，才是实施阳光教育的前提。

（3）校风、教风、学风、校训

校风：为人坦诚，和谐友善，做事踏实，高效创新。教风：博学善悟、诲人不倦。学风：勤学、善思、自主、合作。校训：尊师友、爱校园，做阳光的将一人!

（二）环境文化

教学楼的一楼大厅是我校阳光教育的集中体现，大厅天花板是一个硕大的校徽图案，采用内嵌的灯光的形式使校徽更加醒目。大厅的右侧的几个大字是我校的办学理念，左侧是优秀的阳光教师队伍。大楼梯的右侧是胡锦涛总书记在第23个教师节上对全国教师提出的四点希望：爱岗敬业、关爱学生；刻苦钻研、严谨笃学；勇于创新、奋发进取；淡泊名利、志存高远。左侧是“阳光学生”所要求达到的四会：学会关心、学会做事、学会学习、学会生存。

一楼：科技篇，分为科技、生命和科技名人三部分。主体颜色以蓝色为主，象征着智慧。

二楼：德育篇，分为礼仪，安全，养成教育三部分。主体颜色以黄色为主，象征着理想。

三楼：是读书篇，分为读书、方法、好书推荐三部分。主体颜色以绿色为主，象征着生命。

四楼：艺术篇，分为艺术常识，作品展示两部分，主体颜色以红色为主，象征着阳光。

一楼至四楼的厅廊吊牌设计颜色根据楼层主题颜色而定，吊牌内容由阳光教育的十二种品质贯穿全楼。

三、构建阳光校园文化的设想

（一）阳光管理文化

在学校管理中要以人为本，坚持公平、公正、人本、精细的管理原则，做到管理科学化、规范化、人文化、制度化、艺术化。

（二）阳光教师文化

教风是勤学善悟，诲人不倦。阳光教师做到：身心健康，乐观向上，行为示范，努力做最好的自己！

（三）阳光学生文化

通过开展德育、智育、体育、艺术和社会实践等多彩活动，努力使学生达到阳光教育的育人目标“学会学习、学会做事、学会欣赏、学会生存”。

（四）阳光课程文化

我校将积极实施阳光课程文化，课堂上实施阳光课堂的“八个转变”，每位老师都将上一节阳光课堂的达标课，做到人人争做阳光教师，人人打造阳光课堂，人人培养阳光学生。围绕阳光课程文化确立

本学期学校的教研主题是：“以学定教，将课堂的主动权还给学生。”我们还将以阳光教育十二个品质为载体，开发德育校本课程。

（五）阳光环境文化

一是要加强管理，从管理的细节之处保持环境文化的完整、洁净；二是要用心使用，制定相关的使用记录，精心维护，及时报修；三要努力形成“三jing”文化：即净 ——环境洁净，内心干净；静 ——环境宁静，内心恬静；境 ——环境优美，境界高尚。

（六）五大校园文化之间的关系

五大校园文化之间并不是孤立存在的，而是互相制约、互相发展、互相促进的。五大文化共同的核心价值是：塑造师生心灵的阳光。最终的追求是通过教育塑造师生心灵的阳光，培养阳光的、可持续发展的现代人，最终的目的是对人的改造和培养。

对于“阳光校园”文化目前只是初探，一种大胆的设想，相信在建设阳光校园文化的过程中我们会逐渐实现做事大气、一身正气、洋溢才气、相处和气；心胸包容、待人宽容、做事从容、面带笑容。

应该认识到一所学校的校园文化要经历几代教师呕心沥血积淀而成，一旦形成这种稳定的思想意识、行为习惯和生活工作态度，它将弥漫在学校的各个角落和学校教育的各个方面。因此必须持之以恒，百折不挠的贯穿下去！

我们相信人因为智慧而美丽，学校因文化而恒久！

校园文化解析

将军一校徐素萍

第四篇：校园文化论文

浅析校园文化建设与德育教育

周其平

【摘要】校园文化建设是学校德育的重要内容和实践环节，是学校德育工作的有效载体，优化校园文化建设，夯实物质文化基础，构筑精神文化高地，建设校本德育文化，重视制度文化建设，形成良好的育人氛围对陶冶学生情操，净化他们心灵，启迪着他们智慧，具有重大而现实的意义，其潜移默化、润物无声的“以乐育人、以美育人”的德育潜能，为培养高素质人才发挥不可替代的作用。

【关键词】校园文化 德育 教育

中共中央国务院《关于进一步加强和改进未成年人思想道德建设的若干意见》指出：未成年人思想道德状况如何，直接关系到中华民族的整体素质，关系到国家前途和民族命运。广大教育工作者要从确保党的事业后继有人和社会主义事业兴旺发达的战略高度，从全面建设小康社会和实现中华民族伟大复兴的全局高度，树立和落实科学发展观，坚持以学生为本，拓宽工作渠道，改进德育方法，努力提高学校德育的针对性、主动性和实效性。

校园文化是凝聚人心、孕育美丽生命和优秀人文之花的深厚土壤，是学校优良校风的根本之源，是学校发展的灵魂，其潜移默化、润物无声的“以乐育人、以美育人”的德育潜能，为培养高素质人才发挥不可替代的作用，以至于美国心理学家柯尔伯格认为它“是一种真正的道德教育课程，是一种比其他任何课程更有影响的课程”。那么，如何更好地发挥校园文化的德育功能呢，现谈谈笔者的一点肤浅的认识，仅供商榷。

一、夯实物质文化基础

营造高雅文化环境

苏霍姆林斯基说：“对周围世界的美感，能陶冶学生的情感，使他们变得高尚文雅，富有同情心憎恶丑行。”校园物质文化具有“桃李不言”的特点，置身于充满诗意和美感的校园，学生不知不觉，自然而然心情舒畅，精神振奋，促进其在深层心理结构中调节和支配自己的行为，这对学生人格修养的培育、情感的熏陶和意志的锻炼起着潜移默化的作用。因此，在校园环境建设中，应该从学校整体布局、造型、色彩与视野上整体构思，立体考虑，努力改变那种有环境而无环境文化的状况，让每一面墙都会说话，让每一棵花草都能育人，如庭院式的校园布局给人家的温馨，绿化、美化的校园使人感到精神振奋，走进舞蹈室，墙上的标语“跟上时代的节奏，演绎未来的韵律”给人无暇的想象，书法陈列室内“弘扬民族文化精髓，演绎书法神奇魅力”的字幅，激发学生热爱书法，传承中华文化的热情，漫步校园每一个角落，开放多元化高雅环境，必然成为陶冶感染学生“主体的画，无声的诗”，于赏景中，寓教于景，进而张扬学生个性，培养高高尚情操，树立正确的价值取向，德育功效不言而喻。

二、构筑精神文化高地

冲出校风建设洼地

校风是学校一种长期积淀形成的特定的集体心理定势。优良的校风是校园文化的深层内核，是校园精神文化的载体。实践证明，一所学校的优良校风一经形成，便可以振奋人的精神，激励人的斗志，规范人的行为，同时极具渗透力地给学生注入丰富的教育理念和道德信念，唤起他们高尚的道德情操，使其产生强烈的归属感、自尊感和使命感，从而促进学生的道德发展。如我校在充分调研论证的基础上，确立了“创造适合每一位学生发展的教育”的办学宗旨，以“刻苦、勤思、创新、求实”为校训，在教师职业道德教育方面作了广泛的探索和尝试，强化师德学习，注重以课堂外的修为来促进课堂上的教育教学工作，定期开展 “最美教师”、“师德十佳标兵”评选活动，要求教师与孩子们结成“交心的朋友”，积极营造成一种民主、平等、友好的师生氛围和协作的生生关系，积极开展“平安校园”、“诗词校园”、“安全文明校园”、“生态校园”、“人文校园”创建活动，坚持以健康的文化熏陶人，正确的舆论引导人，先进的理念造就人，优秀的作品鼓舞人，学校黑板报、宣传窗、红领巾广播站、少先队监督岗等常态化、规范化、制度化的宣传教育活动紧密跟进，形成了“刻苦、勤思、进取”的学风、“敬业、爱生、严谨”的教风和“勤奋、文明、健美”的校风，成为了学校最具凝聚力、向心力的东西，最深刻、最稳定地反映出学校的精神文化氛围，它如同随风潜入夜，润物细无声的春雨，滋润着少年儿童的心田，陶冶着少年儿童的情操，净化着少年儿童的心灵，以巨大的感召力引领他们积极进取、砥砺德行、磨练意志、塑造自我，从而成为具有优良个性的合格人才。

三、建设校本德育文化

引领学生人生目标

荀子曰：“蓬生麻中，不扶自直，白沙在涅，与之俱黑。”科学研究也表明，道德是被感染的，而不是被教导的。创设校园文化氛围，就是要使学生在良好的教育环境中耳濡目染，潜移默化地受到教育和影响，由于各校的地域、生源等存在差异，校本德育文化便成为了学校最醒目也是最富有标志性的文化领域。我校德育工作根据学校的办学理念，以端阳文化艺术节为载体，提炼出了“诗词益智、诗词冶情、诗词明理、诗词健体”的校本育人模式，努力提升第二课堂活动层次，拓展德育途径，定期举办中华经典诵读比赛、参与社会实践活动、读书活动、知识竞赛等，为校园文化增添色彩和生机，学生于浓厚、多彩的校园文化氛围中受到熏陶、感染、启迪，激发了他们的主体意识和道德情感，不断提高自身的批判能力和免疫能力，从而逐渐实现学校德育对社会的适应与超越。

四、重视制度文化建设

促进德育可持续发展

学校制度文化建设是当前文化立校、文化理校不可或缺的关键一环，学生是学校管理的主要对象，他们在校行为的表现，是体现学校文化氛围和工作方式的主要方面，学校制度文化建设为学校德育营造了一种崇德、砺志、求真、向美的氛围，有利于促进学生的自我管理，正如前苏联著名的教育革新家、教育理论家和教育实践家马卡连柯曾经所说：“我们应当把有组织的教育影响针对着集体，同时，我们相信，对个人的最实际的工作方式是把个人保留在集体内。”因此，学校的每个成员都需要有一定的行为准则来统一其信念，价值观和行为，以保证学校德育目标的实现和教育活动的一致性。近年来，我校领导班子团结、务实、高效，善于学习，勇于开拓，构建了“校级决策，中层运转，班组实施，教代会监督”的纵向管理运行机制，以“民主、求实、创新”为宗旨制定了一套比较全面、系统、可操作的管理制度，实施“以制度管理为基础，以情感管理为动力，以师生发展为根本”的民主管理思想，师生行为得到了有效的约束，大大地激发了奋发向上积极进取的热情，形成了自我激励、自我约束、自我管理的制度文化，学校的管理目标内化为学生的需要、动机，他们会自己管理自己，自己教育自己，不断努力提高自己，使自己日臻完善，从而有效地促进了学校德育工作的可持续发展。

总之，校园文化就像一部立体的、多彩的、富有磁力的教科书，它引领学校各项建设，更让学校德育工作具有持久的生命力。每一所学校，都应该胸怀长远，以厚重的责任感和使命感，亮出自己校园文化建设的品牌，让校园文化升华为塑造教育的生命文化，从而培养出一代代社会主义事业的高素质的建设者和接班人。

第五篇：校园文化论文

校园文化建设研究与实践

校园文化是学校教育不可缺少的重要组成部分，是学校所具有的特定的精神环境和文化氛围，它体现了一所学校的校风。健康和谐的校园文化能给师生创造一个有形而庄重的心理“磁场”，能在无形中统摄全体师生的灵魂，起到“润物细无声”的教育魅力。正是认识到校园文化的重要性，注重加强校园文化建设，使其成为全面育人的辐射源，成为素质教育的能量库，成为一部无声的教科书。

基本内容

首先，我们明确校园文化建设对于推进课题开展的重要性和必要性。

校园文化是指学校这个特殊场所具有的特定的精神环境和文化氛围，是由教育者和被教育者双主体以校园为空间背景，围绕教学活动和校园生活而创制并共享的，以文化冲突与统整为表征的亚文化系统。它体现在显性课程和潜在课程（亦称隐性课程）两方面，显性课程指学校规定学生必须掌握的知识、技能、思想观点、行为规范等，潜在课程包括校园建筑、文化设施和环境布置等有形环境和校风、教风、学风、人际关系、文化生活、集体舆论、心理气氛以及校园群体观点、信念等无形环境。后面的这些校园精神和校园价值观等观念形态的东西是校园文化的深层结构和核心内容，对于整个校园的生存和发展都具有指导意义，是校园建设的无形资产，与学校的办学质量连接在一起的，是学校重要的可持续发展要素之一。我们应当重视校园文化的建设，并努力使其育人作用得以充分发挥。

作为一种潜在的隐性课程为主的校园文化，在对学生的思想品德教育和良好的行为习惯的养成教育中，具有情境性、渗透性、持久性、暗示性和愉悦性等特点。校园文化正是以它形象直观的表达形式，把思想教育寓于各种具体可感的情境之中。校园文化的教育功能正是通过学校健康向上的精神因素以及优美的物质环境所施加给学生的积极影响和感染、熏陶而实现的。

在校园文化建设中，如何才能充分发挥校园文化的德育功能，并使学生逐渐形成正确的爱国成才观，必须把握好如下几个原则。

首先，教育性原则。古人云：“百行以德为首。” 人无德不立，国无德不兴。道德建设的好坏，体现着一个国家民众的精神状态，影响着一个民族事业的兴亡胜衰。道德兴，国家兴；道德兴，民族兴--这是现实得出的结论。学校是教育人、培养人的场所，校园文化作为学校教育的一部分，首先必须突出教育性特点，时时、处处把握教育性原则，只有这样，才能充分发挥校园文化潜在的导向功能。通过各种有效形式对学生进行爱国主义、集体主义、社会主义和中华民族精神教育，探求激发学生学习成才的规律，使学生的综合素质不断提高，在形成正确的爱国成才观的基础上提高学习成绩。

其次，科学性原则。校园文化建设是学校的一项整体工程，它涉及面广，需要调动方方面面的力量，学校应精心统筹，科学规划，合理安排，避免出现各行其事、相互掣肘的局面。例如，学生课余文化生活，一要建立组织系统，从领导机构到专、兼职辅导老师，再到学生必须环环相扣；二要根据学生的年龄、知识结构、心理特点，合理安排活动的内容，基本上形成序列，以满足不同年级、不同特点、不同兴趣爱好学生发展的需要。

最后，艺术性原则。在校园文化建设中，要有艺术眼光，要让学生通过学校的设施、氛围等，处处受到艺术的感染，得到美的享受。校园环境的绿化、美化，应努力做到四季各有特点，阳春葱笼滴翠，盛夏浓荫覆地，凉秋红枫似火，寒冬松柏长青；校园建筑的设计、景点的安排，努力做到外形、色彩和谐统一，给人以爽心悦目的感觉；学校文化活动的安排，也要融教育性、科学性和艺术性于一体，努力使活动开展得新颖、活泼有趣，使校园文化对青少年学生产生强烈的感染力和吸引力，促使他们主动、热情、积极地参与其中，从而使他们的思想情操自然而然地得到陶冶，心灵在无形之中得到净化。目前，我们已经做的一些工作：

发掘环境文化。

1、发掘环境文化。

学校无闲处，处处熏陶人。环境不仅是学生生活的空间，也是培养学生文明素质的载体。我们发掘、利用校园的环境，形成了浓厚的立体环境文化，使一草一木、一墙一板都能说话，都起到教育人、启迪人的作用。

恰如陶行知先生所言“一草一木皆关情”。教室里、走廊上，悬挂的是历届毕业生以及在校普通班、美术特色班学生的优秀作品，自己的作品让学生感受到成功的喜悦；我们又两次动员各年级全体学生收集格言警句，要求在爱国与成才的主题下，结合两个信念：只要努力学习，每个学生都可以成才；热爱祖国，为国家繁荣富强而努力学习，收集有关人格、人生观、道德观、世界观等的格言警句，每班选定名人或自编的共两条格言警句经过加工制作分别布置在教室内外。通过个别访谈，我们了解到这些格言警句的确对部分同学起到了一定的激励作用。

哲理隽语让学生体会，凡人小语使学生共鸣，名人名言叫学生醒悟思索。课题组还提议组建校“小记者团”，创办校报《晨曦报》，建立长桥中学网站，校刊、校报及时报道学校的新人、新事、新面貌，坚持以正确的舆论引导人、优秀的作品鼓舞人。学校将原有的宣传橱窗留出一半作为爱国成才教育的专栏，定时更换其中的内容，学生和老师们课余时间看专栏已经成为一种习惯。学生生活在这样一个充满着健康的、蓬勃向上的文化氛围之中，心灵自然荡涤，思想必然升华。

2、修炼礼仪文化。

健康的、高雅的交际方式和能力是现代中学生必备的素质之一，怎样处理同学间关系？怎样处理师生关系？怎样处理与父母的关系？怎样认识爱国与成才的关系等等。优化学校人际环境，开展尊师爱生活动，建立起良好和谐的师生关系。同时，发挥班级环境的熏陶教育，如发挥学生的主体作用，师生共同营造良好的人际环境，包括班风、学风、集体舆论、文化氛围等，老师和学生无论是在课堂或课后都倡导“赞赏鼓励”。目前，“老师好！”已经成为校园流行语。

环境育人

苏霍姆林斯基说过：让校园的每一块墙壁都会“说话”。整个校园，就是思想品德教育的大课堂，要让学生视线所到的地方，都带有教育性。为了实现这一目标，我们赋石壁、砖壁生命，让墙壁“说话”，并使其成为陶冶学生的“主体的画，无声的诗”。

1.走廊艺术，成为孩子们努力攀登的又一高峰。在我们每个班级外面的走廊里，都有一张巨幅照片，那是大家一致推选的“每月之星”。上面有他们的自我简介，更重要的是还有他们获得的一份份荣誉。所以，每每新更换一期，都有同学们驻足欣赏的身影，那是对被选同学的羡慕，也是对自己的期待。校园走廊成了同学们引以为豪的领地，因为在“每月之星”旁边的墙面上，还有属于他们的“名人名言”。每到征集“名人名言”时，每个人都绞尽脑汁，希望自己能成为班级中的名人，就算平时懒于写作的同学也不例外。

2.教室布置，是孩子们各显神通的绝佳时机。教室里分布了各种各样的版块，这些版块上都有不同的名字“优作园地”、“我们的故事”、“成长的足迹” ……学生的优秀作文、成长记录、美术作品在这里展示，从而形成了每个班级不同的人文氛围。我们欣喜地看到他们的汗水在这里凝聚，智慧在这里闪光，个性在这里张扬，梦想在这里起航……

3.“温馨提示”，是孩子们品德形成的又一途径。走进校园，你会发现门口的草坪上有着孩子们温馨的提示：“建文明校，做文明人。”、“手上留情花自香，脚下留青草如茵。”、“珍惜一份绿，留于千人赏。”、“ 学校是我家，洁净靠大家。”……这些儿童化的语言对学生良好品德习惯的形成起到了潜移默化的作用。同学们驻足观赏或嬉戏玩耍时，那些提示语是他们无声的老师，告诉孩子们其实它们也有生命。

二、主题活动，丰富学生课余生活。

活动是学校生命力所在，活动是学生思想教育的有效载体。因此，寓思想品德教育于生动活泼、形象具体的校园文化活动中是行之有效的教育手段。

1.有重点、有针对性和实效性的结合重大事件、传统节日、法定节日开展形式多样、丰富多彩的主题月活动，对学生进行爱国主义和集体主义教育。

2.开展一系列文化体育活动。如三月份“学雷锋”活动，四月份“书香校园读写大赛”，五月份“春季运动会”，九月份“庆祝教师节”，十月份“祖国颂诗朗诵”，十二月“冬季三项运动会” ……从而丰富师生文化生活，增强校园文化氛围。

3.丰富学生的课余生活。学校要求班级每月出一期黑板报，每学期看两次电影。星期六还组建了校美术、书法、足球、篮球、乒乓球等兴趣小组。以丰富多彩的课余活动，展示我校学生的青春活力和无穷动力，促进学生全面发展。

三、高尚师德，促进学生养成教育。

1.前苏联教育家乌申斯基说：“在教育中，一切都应以教育者的人格为基础……只有人格才能影响人格的发展和形成。”在学生面前。教师就是一本无字德育书，学生时刻都在阅读。教师是立校之本，而师德师风则是教育之魂。著名教育家斯霞也曾说过：“要使学生的品德高尚，教师首先应该是一个品德高尚的人。”因此，在加强校园文化建设中，我们把师德师风建设作为思想建设的首要工作。我们每个星期一坚持组织教师学习马克思列宁主义、毛泽东思想、邓小平理论，学习教育理论、常规，使每位教师树立正确的人生观、世界观、价值观。近年来，我校广泛开展师德师风教育，深入学习师德规范，涌现了一大批爱岗敬业、为人师表、开拓创新的先进典型，赢得了社会的广泛赞誉。广大教师坚持育人为本，以德立教；广大干部勤政、廉政，师德师风的主流是好的。

2.狠抓制度和规范建设。明确而严格的校规和校纪是强化校风的重要方法，我们根据素质教育的要求，学校的特点，师生共同制订了体现时代要求的校训、校风、校歌、校服等，制订了一系列学生在校学习、生活的规章制度，严格抓好学生日常行为规范的养成教育，坚持开展文明班队等的评比活动，以加强学生的组织纪律性，规范学生的行为，促使学生养成良好的行为习惯。

四、联系社区，繁荣通小文化建设。

1.学校作为社区的一部分，同样学校文化也是社区文化的有机组成部分，因此校园文化更重要的是带动整个社区文化的繁荣与发展。学校成立了社区家长委员会，成立了家长学校，通过对家长家庭教育的指导与沟通，提高家长家庭教育的水平及家庭的文明和谐，提升家庭教育效能，从而达到对社区文化的辐射。我们经常组织师生走访社区各单位，同时邀请社区各届代表人物走进校园，为学校作报告、进行法制讲座、交通法规宣传等，以社区文化来推动校园文化，以加 强“亲密接触”。校江海小记者则如辛勤采蜜的小蜜蜂，对居委会进行了采访，收获颇丰。同时，新近成立的学校“爱心社”也将把爱心奉献给社区，开展各种形式的公益活动。

2.充分利用社区文化推动校园文化，使之成为学生认识和了解社会的窗口。

如今，校园文化已经升华为一种全方位塑造教育的生命文化。在这样的文化熏陶下，学校已经成为充满思想、底气和智慧的校园，通小人的观念、品味、学养……也都在逐步升华，通小文化也让学校真正成为师生一路进取和成长的精神家园

一、校园文化的内涵及功能。

校园文化就是学校全体师生员工在学习、工作和生活的过程中所形成的并共同拥有的价值观、信仰、态度、作风和行为准则。它主要是通过学校历史、学校的形象标志、学校建筑、内部机构设置、学校管理制度、管理行为、校风、教风、学校的各种活动仪式、师生关系、学校环境、办学思想、管理观念、员工的工作态度等表现出来。它是学校中比较复杂的隐性课程和管理对象。加强校园文化建设与管理，可以提高校园文化的品位，强化文化的育人功能。

校园文化在育人方面有着强大的功能。首先是德育功能。第一、有利于陶冶学生的情操。优美的校园环境有着春风化雨，润物无声的作用。学生在校园环境中受到感染和薰陶，触景生情，因美生爱，从而激发学生热爱学校，进而热爱家乡、热爱祖国的高尚品德。第二、有利于规范学生的行为。健全的规章制度及健康的集体舆论对学生的学习、生活及思想言行具有规范作用。当学生的思想言行不符合制度规范及集体舆论的要求时，他就会自我调节矫正。第三、有利于培养学生的集体意识和协作精神。校园文化建设是以学校集体为单位，注意学校的集体形象。这就要求学生必须处理好个人和集体之间的关系，注意相互间的协作。第四、有利于培养学生的健康个性，促进学生的心理健康。中学生渴望精神生活的丰富多彩，而且不同的人有不同的兴趣爱好。多彩的校园文化适应了中学生精神需求的多样化、个性化的特点，避免了对学生人格塑造单一化的倾向。当今中小学生的心理适应能力是比较差的，而优美的校园环境、丰富多彩的校园文化、和谐的人际关系能培养学生较强的心理适应能力。

其次是美育功能。爱美是人的天性，中小学生也不例外。中小学生在追求美的过程中又存在着明显的弱点：他们追求美，却不善识别美；只追求外在美，而不善追求内在美；不懂得美具有广泛复杂而深刻的内涵。而优良的校园文化有利于培养学生正确的审美观，提高他们的审美能力及创造美的能力。校园环境的净化、文明礼貌语言的使用、和谐人际关系的形成，均可诱导学生鉴赏美、追求美、创造美。

再次是实践功能。随着分配制度、就业制度、劳动用工制度、干部人事制度的改革，学生将面临着人才市场和优化劳动组合等种种考验。这些考验固然检验着高等教育的教育质量，但同时也对中小学校所代表的基础教育提出了挑战。因此，要想在市场竞争中立于不败之地，就必须树立竞争意识，努力增强自己的竞争实力。以创建活动、达标活动、争先创优活动及各种竞赛活动为载体的校园文化对于中小学生树立强烈的竞争意识、参与精神有着极为重要的现实意义。它既增强了学生的竞争意识，又使学生在争创活动中受到锻炼，提高竞争能力。

加强学校园文化建设的重要意义

（一）加强学校园文化建设是社会主义精神文明的需要。校园文化是学校社会主义精神文明的重要组成部分和重要载体。学校不仅是培养社会主义事业建设者和接班人的重要阵地，还是传播社会主义精神文明和社会主义文化的重要阵地。建设高格调、高质量的校园文化，对学校坚持社会主义办学方向，继承和发扬中华民族优秀的文化传统和革命传统，吸收世界文明成果，培育高素质人才，都具有十分重要的意义，对社会的精神文明和文化建设具有重大影响。学校的校园文化建设，应当走在社会的前面，充分发挥其示范作用和辐射作用。

（二）加强学校园文化建设是素质教育的需要。素质教育的内涵就是全面贯彻党的教育方针，以提高国民素质为宗旨，以培养学生的创新精神和实践能力为重点，造就有理想、有道德、有文化、有纪律的德智体美全面发展的社会主义事业的建设者和接班人。加强校园自然环境的规划与布局，建设有利于师生身心健康发展的校园文化，是学校教育的一项基础建设，是全面贯彻教育方针、深入实施素质教育的现实需要。著名教育家蔡元培先生曾说：“欲知明日之社会，须看今日之校园”，简约而深刻地指出了校园文化的重要作用，即它在一定程度上反映并直接推动着社会主流文化的生成和发展，对于提高学生的综合素质有重要的价值。

（三）加强学校校园文化建设是新课程改革的需要。新课程改革强调校本课程的开发。校本课程开发强调以学校为基础开发课程，充分调查学校所在地区的需求，调查学生的需求和特征，然后通过科学程序编制课程，这就使校本课程开发尊重学生、学校和社区的差异性，保证了课程真正以促进学生发展为目的，适合本地区的经济需要，适时顺应社会需求。校园文化作为一种潜在的课程，通常包括渗透在课程、教材、教学活动、班级气氛、人际关系、校园文化和家庭、社会环境中的文化价值、态度、习惯、礼仪、信仰、偏见和禁忌等等，它对学校的广大师生起着潜移默化的影响作用，所以加强以校园文化为主题的校本课程开发，可以充分挖掘学校潜在的教育因素，促进学生个性的形成，同时促进教师的专业成长和学校特色的形成。

随着基础教育的改革与发展，校园文化建设越来越显现其重要的地位和作用，越来越引起有关部门的关注和重视，并取得了一些可喜的成果，这对促进基础教育的改革与发展起到了积极作用。但就整体而言，还有相当一部分学校的校园文化建设存在着比较明显的不足。在新的形势下，加强中小学校园文化建设，努力推进素质教育发展，对青少年健康成长具有极其突出的现实意义。

三、目前，学校校园文化建设面临的主要问题：

当前，从学生人文素质的现状、学校常规管理的水平来看，中小学校园文化建设工作仍然存在薄弱环节，大部分教师和个别学校领导对校园文化建设的认识还只是停留在肤浅的层面上。主要表现为：

（一）是校园文化建设缺乏组织领导，缺乏整体设计和综合管理，普遍处于松散无序状态。学校领导对校园文化建设的重要意义认识不足，不能自觉地建设和正确导向校园文化。

（二）是学校对社会文化缺乏积极有效地反馈、筛选和导向、疏导，在学校当中“读书无用论”、讲享受、搞攀比、出入电子娱乐场所等非理性文化倾向成为时尚。

（三）学校中占主要地位的是学生自发形成的通俗文化、浅层次文化，如校园童谣、流行歌曲，与学校教育对学生的要求和校园的主导文化有较大的距离，需要正确的引导，促进其层次的提高。

（四）是学校组织的体育活动、艺术节等，活动的形式过于单调，不注重普及性，对学生缺乏应有的吸引力和凝聚力。

（五）是师生在校园文化建设中的积极性和潜能未充分的发挥出来，需要进一步开发。

（六）是教师文化素质不能适应校园文化建设的要求，特别是文化导向上的要求，教师队伍自身的问题亟需解决，如讲进取、讲奉献的风气淡薄了，无心施教的现象近年来有所发展。

（七）校园建筑、环境布置缺乏文化风格，有些学校校舍墙体脱落、校舍校貌陈旧零乱，绿化美化缺乏文化品位，发挥不了物质文化的教育功能。

促进学校园文化建设的对策

（一）在校园物质文化建设的同时，突出校园精神文化建设。

精神文化是校园文化的核心和灵魂，在校园物资文化建设的同时要加强校园精神文化建设。良好校园精神文化，有利于浓厚的教育、学习氛围的形成，也能在教育直接难以达到或不能充分发挥效用的地方产生影响，成为教育的向导和有益的补充。校园精神文化是不断适应社会精神文化发展要求的，是校园主体精神社会化的过程和缩影，能通过其特有的精神环境和文化氛围使校园内的每个人在潜移默化之中，在思想观念、价值取向等各个方面与现存社会文化趋同，实现对人的精神、心灵、性格的塑造。因此，各中小学在校园物质文化建设的同时，也要大力加强校园精神文化建设。坚持 “两手抓”的政策，使校园物质文化建设与精神文化建设相辅相成，相互促进。

（二）加强制度文化建设，.注重校园文化建设的创新性，突出校园文化建设的个性化、特色化。

“不依规矩，不成方圆”，一所学校，须有一套完整的制度。但是要赋予制度以文化色彩，使制度“文化”化。学校在制订规章制度中，应突出价值观念、素质要求、态度作风等，给制度以灵魂、强调人的理想信念、奋斗方向、做人准则，把精神要求与具体规定有机地结合起来，把“软文化”与“硬制度”熔于一炉，铸造出刚柔相济、软硬相容的“合金”式的规章制度。使之既能起强制作用，又能发挥激励规范的作用。使师生在执行制度、遵守纪律的同时，享有自尊，实现自我价值。

各中小学要创建的校园文化，既要继承发扬中国传统文化的精华。摈弃那些不合时宜的旧思想、旧观念，同时又要积极吸收有益的外来校园文化的新观念、新经验，使传统的文化向现代文化方向发展，使校园文化更具有时代性、科学性、独创性。由于各中小学所处的地理位置、民族特征等方面存在着差异，在教师队伍的素质和学生的发展经历等方面有着明显的不同，所以，各中小学校园文化建设趋同性的同时，还要继续保持各自独特的风格。

（三）加强校园活动建设，突出师生的重要性，充分发挥校园文化建设的主体作用。

校园文化活动是校园文化载体的重要组成部分。学校的育人主要通过学生的活动展开（认知活动、养成活动、培养活动、训练活动等）。根据学生的身心特长，寓教育于丰富多彩的文化活动中，让学生在活动中求真、求知、求乐，使他们在参与中自我教育、自我管理、自我发展。根据不同年段的学生的认识结构、兴趣特点、能力水平和心理、生理特性，设计和采取多样活动内容和活动形式。多彩的校园文化活动，培养了学生的兴趣，开拓了学生的视野，增长了学生的才干。

校园文化的主体结构中，学生是校园文化的聚焦点，教师是校园文化的晶核，要充分发挥他们各自的作用，促进校园文化的建设。

首先，发挥先进学生的榜样作用。在中小学，少先队员的榜样作用对校园文化的建设有着重要贡献。少先队员们在学校生活中，以他们的天真活泼、纯朴可爱、助人为乐等展示了新时期少年儿童的美好心灵。一所学校，这样的优秀学生越多，这所学校的校园文化建设得就越好。

其次，要努力发挥教师的作用，在校园文化建设的主体中，教师是核心。教师担负着传播科学文化知识，培养合格人才的繁重任务，因而教师要加强自身的修养。孔子指出：“其身正，不令而行，其身不正，虽令不从。”优秀教师崇高的师德，严谨的治学态度和与人为善的处事原则，对人生观、价值观均未确立或正在确立的中小学生来说，会产生极其深刻的影响。这种影响，往往对学生的人生发展会起重要作用。

（四）加强精神文化建设，要以育人为目的，充分发挥校园文化的教育功能

精神形态的校园文化，是校园文化的最高层面，即所谓的“深层面”，这一层面表现在：一是学校目标，全体员工一致努力、为之奋斗，逐步成为全体成员的共识，成为学校工作的凝聚点；二是价值观念，应通过各种途径，采取各种方式，树立全新的价值观念，使之成为全体师生共同享有的学校内评价人与事的价值，评价成功与失败，成绩与缺点的观念和标准；三是精神作风，学校可通过各种方式不断同化、培育师生员工的这种精神作风，来推广学校的行为规范，发挥精神形态的校园文化的规范功能；四是校园礼仪，在学校目标、价值观念和精神作风的指导下，沿袭而形成的学校文化传统形式，是礼节、仪式化的价值观念。比如：互致问候、升旗仪式，、颁奖仪式、穿校服、戴校徽、升校旗、挂校标，都能激发和强化师生员工的文化意识，使大家受到浓烈的感情熏陶，产生归属感和自我约束力。

各中小学为了实现自己的培养目标，有必要注重校园文化的教育功能，这种功能不同于教师教、学生学的课堂教学以单向灌输为主的教育功能，也不是以强制性的手段来使学生接受教育，而是通过非强制性的手段，在耳濡目染、潜移默化之中感染学生，使学生真正享受校园文化建设的成果，得到全面健康的发展。

（五）加强和谐人际建设，增强校园文化建设的开放性，拓展校园文化建设的空间。

从某种意义上讲，人际关系是一种高级形式的校园文化。良好的人际关系不仅可以使学生全身心地投入学习，促进学生奋发向上，健康成长，还可以形成良好的集体意识。良好的集体意识是一种向上的群体规范，是对学生思想品德的一种无形的巨大的力量。师生间只有建立融洽和谐的关系，才能取得最佳教育效果，“亲其师”才会“信其道”。教师要有目的地引导、强调同学间的人际关系应遵循守纪、理解、团结、互助的基本原则，克服嫉妒、自卑、自傲、自私的不良心理，鼓励学生充满自信、公平竞争、帮人所需、大度为怀。提倡同学间学习上互帮互学，共同进步；生活上一人有难，八方相助；纪律上互相督促，互相提醒；思想上互相交流，互相提高。同时要重视学生的心理疏导，帮助他们解除烦恼健康地成长。

增强校园文化建设的开放性，要实施“走出去，引进来”的政策。首先是让学生走出去。长期以来很多学校从管理角度出发，利用学校的围墙把学生与外面的世界隔开，认为这样可以使学生避免外界的干扰，从而使学生健康地成长。出发点是好的，但是，学生的大多数校园活动过多地局限在校内，是不利于学生成长的。单纯而又缺乏与社会充分接触的校园活动当然也能够培养学生的能力，却在无形中束缚了学生的思维。教育者要使学生走出校园，充分接触大自然，更多地参加社会实践活动，使他们的心灵慢慢成熟起来。其次是引进来。在满足师生需要的前提下，把学校的校园活动场所如体育馆、图书馆等全面对社会开放。校园文化活动吸纳社会各界的参与，把其他学校的学术讲座、体育竞赛、文艺演出引进校园。这种建设的思路既可以塑造校园形象，加深外界对学校的了解，又可以拓展学校校园文化建设的空间。校园文化建设过程中应把握好几个原则

（一）重要性原则。高水平的学校管理，归根到底还是文化的管理。高品位校园文化的形成，必定给学校注入勃勃地生机与活力。轻视学校文化的建设，师生的精神家园将颓废散乱，学校将失去发展提高的目的。

（二）独立性原则。没有独立精神的校园文化无异于没有校园文化。学校应根据自己的特点和具体环境，进行具体的设计定位。纵观成功学校的校园文化建设，不难发现都有其独特的校园文化。

（三）人本性原则。学校领导要引导师生员工正确认识学校所倡导的工作目标和价值标准，让他们体验到“我做对了”，“我做好了”，“我成功了”。

（四）长期性原则。学校文化是一个学校在长期经营中形成的，其建设是一个漫长的过程，是一个反复。

总之，校园文化是学校教育的一个重要组成部分，是素质教育的重要载体。加强校园文化的过程，是循序渐进的过程，需要持之以恒，除正面教育、积极灌输外，还必须充分挖掘和利用校园文化的潜移默化作用，高度重视校园文化建设。校园文化对学生的影响虽不是立竿见影的，但却是稳定渐进的，要相信，优化的校园文化必然会有利于全面实施素质教育，促进学生健康成长和全面发展。为迎接更灿烂的明天，我们充满信心，也会更加努力，使校园文化建设更上一层楼。