Shuchang Dewey immigrants

(1) Establish a correct concept and a "people-oriented" institutional culture?

To give full play to the educational role of institutional culture, the first prerequisite is to establish a school institutional culture that meets the needs of both society and students, both of which are indispensable. Compared with simple mechanical compulsory management, the "people-oriented" model is essentially a "soft" management, which regards students' school life as an unrepeatable experience of their own life. By mobilizing people's initiative, the school system culture is transformed into students' internal laws and external behaviors. At this time, despite the establishment of many rules and regulations, students will not feel depressed and feel comfortable. Because the introduction of such a system is a procedure recognized by students: investigate clearly and find out the situation; Carry forward democracy and have a heated discussion. These rules come from students, so they meet the needs of the subject, and everyone can consciously maintain and implement them. The establishment of this model is inseparable from a relatively relaxed environment. Interpreters (or executors) of institutional culture should first have a sense of equality, establish the concept of serving students' development, choose appropriate channels, absorb information from all sides and accumulate it bit by bit; Participate in the exchange of opinions, guide the exchange, give full play to the advantages of educators' knowledge and experience, try to analyze and deal with the problems in real life with multi-angle thinking, and establish an amiable and lovely school system culture without losing its principles. ?

(2) Give full play to the function of hidden curriculum to achieve the purpose of educating people?

Specifically, school institutional culture, as a part of hidden curriculum, plays an important role in the development of students. Therefore, in the practice of school institutional culture construction, we should learn from the realization mechanism of hidden curriculum to serve the development of students. ?

1. Cognitive-oriented function. Moral knowledge is students' understanding and mastery of right and wrong, good and evil, beauty and ugliness, and the corresponding values and judgment ability formed on this basis. Moral knowledge needs to be instilled and reasoned in the process of people's moral formation, but it is also inseparable from a concrete and vivid environmental influence in which students live for a long time. A good school system culture is an indispensable part of this environment. During this period, such as the strengthening of cultural traditions, campus atmosphere, collective public opinion and evaluation of teachers' words and deeds, it will provide students with a reference system, convey certain values information to students, and play a guiding role in the formation of students' attitudes and understanding. ?

2. Emotional edifying function. Formally, school institutional culture can be divided into tradition, ceremony and rules. Although the educational function of regulations is obvious relative to tradition and ceremony, it is different from the centralized and systematic effect of ideological and moral education in moral education. Its effect on students is more of an atmosphere, which makes people interact with this environment, and makes students naturally gain a moral emotion and spiritual edification in a specific environment (especially this good school spirit and tradition), but the formation of this emotion cannot be separated from the mechanism of experience, edification and infection of hidden courses. Theoretical research shows that one of the important characteristics of emotions is "situational". Anyone's emotions are always generated in a specific situation. Hidden curriculum only provides a realistic situation for students to experience and feel, and allows students to establish good moral feelings. This is the best way for school institutional culture to play its role, because it replaces the limitations of mechanical reasoning in traditional institutional culture and does not lose its rigid charm in tenderness. Here, the role of edification is inseparable from the establishment of the subject image of the system interpreter (or executor), which is determined by the subjectivity of its teachers' labor means. When everything is in order, the role of teachers should be weakened, which can better reflect teachers' love, sincerity and their own personality strength. ?

3. The role of the code of conduct. Behavior performance is an important external symbol of students' ideological and moral character, and hidden courses can play an important role in restraining and regulating students' moral behavior. Because the rules and regulations, rituals and traditions of the school system culture are permeated with the moral requirements and educational will of the school, it is a concrete and vivid environment with emotional color. Therefore, students can generate potential psychological pressure and motivation through special mechanisms such as suggestion, public opinion and conformity, and consciously feel that this influence is not mandatory. In this environment, students feel that they are respected subjects, so they actively accept external influences without any rebellion. ?

(3) Pay attention to the effectiveness of methods and give full play to the overall efficiency?

Dialectical materialism holds that "everything does not exist in isolation, but is a whole composed of several factors that interact and restrict each other". Therefore, when using the educational function of institutional culture, we should consider the synthesis of methods to overcome the limitations of the educational process. The institutional culture of the school, sometimes the precipitation of the wisdom of several generations, has been proved to be correct, but in the eyes of students, it will always be something that binds dissidents. Because the school institutional culture has a process from the outside to the inside, we must attach importance to students' subjective initiative in order to make the school institutional culture play its greatest role. The application of school institutional culture, especially the implementation of rules and regulations, must be linked with students' ideological work, and attention should be paid to the changes of students' thoughts during the implementation of rules and regulations. In fact, the process of implementing a certain system is also a process of reasoning and publicizing a specific or general problem, so as to win the inner recognition of students. In addition, the dynamic management and static management of school institutional culture are combined. School institutional culture has normative characteristics, which generally gives people a simple and blunt feeling. If we only pay attention to the static implementation of institutional culture, it will inevitably become rigid. In addition, the flexibility of the implementation object requires both principle and human touch in the implementation process. In the process of dynamic implementation, we can improve the communication between executors and executors, enhance understanding and enlarge the efficiency of educating people. To sum up, it is of practical significance to study the school institutional culture and educational function from the perspective of hidden curriculum, which is expected to play the educational function of "sneaking into the night with the wind, moistening things silently" and "learning from others". ?

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