​​Regional Education Geography·The "Chaoyang" sample of Beijing Chaoyang Education and Culture Construction A quiet school culture construction is profoundly changing the educational connotation of a region.

​​Regional Education Geography·Beijing Chaoyang

"Chaoyang" sample of educational and cultural construction

A quiet school culture construction is profoundly changing the educational connotation of a region; a major strategy that lasted for more than ten years has covered more than 500 schools and influenced more than 200,000 teachers and students; a unique "education + culture" development path has enabled an education area to become an education-strong district.

Intangible Cultural Heritage courses such as straw weaving and masonry attracted many visitors, and creative dragon dances, fun dragon boats and other performances were wonderful... On June 6, at the school cultural festival held by Baijiazhuang Primary School Education Group in Chaoyang District, Beijing with the theme of "Exploring Dragon Culture and Rooting Patriotic Consciousness", 34 cultural and creative works exhibitions with the theme of "Dragon Culture" attracted everyone to stop and take photos. "The school carries out cultural exploration activities with different themes every semester, and each activity goes through the process of opening, exploring and producing products. Teachers and students have an understanding and inheritance of culture in their exploration, making the works more cultural and social." Zu Xueyuan, principal of Baijiazhuang Primary School Education Group, introduced.

As the first batch of school cultural characteristic brand project schools in Chaoyang District , the school cultural construction of Baijiazhuang Primary School Education Group is just a microcosm of the education and culture construction in Chaoyang District. Features illuminate education and culture gather the soul of the school. In Chaoyang District, Beijing, every school has its own "culture" and its own "construction". Their cultural innovation has given Chaoyang a solid foundation and rejuvenated its youthful vitality.

Grasp the bull's nose of "cultural" development. If there is no road, breeze a way

Time goes back to 2007. The year before the Beijing Olympics was held, the development of Chaoyang education was "full of energy". The increasing economic development has injected increasingly strong funds into the education cause. More than 3 million people in Chaoyang District have expressed their sincere expectations for the development of Chaoyang Education from a "big region" to a "strong district". The education system in Chaoyang District is like a machine full of winding up, looking for opportunities to consolidate the cornerstone of education and enrich the connotation of education everywhere.

That year, Chaoyang Education launched a global project like mushrooms after a rain - a double-name project aimed at improving the quality of the cadre and teacher team, a rural teacher capacity improvement project that directly points to the improvement of the teaching level in weak areas, a standardized primary school construction project that is committed to laying a solid foundation in the primary education stage, and a junior high school construction project that focuses on improving the school management capabilities of junior high schools, etc. These projects have clear directions and outstanding roles, and have improved the quality of Chaoyang education from a certain level.

Although everything is thriving, in actual operation, the Chaoyang District Committee Education Working Committee and the District Education Committee always feel that there is a lack of a tool that can coordinate the comprehensive development of primary and secondary education.

After repeated thinking and thorough research, this grasp was finally determined in 2007. A school cultural construction project aimed at enriching the connotation of education came into being.

"What is the connotation of education? It is culture. The process of school education is that it is the process of cultural accumulation, and it is the process of gradually expanding cultural influence. In this process, the role of school education is to achieve a continuous cycle of quantitative change and qualitative change by continuously increasing the number and degree of influence of culture on individuals, so as to continuously promote the improvement of social civilization." Wang Shiyuan, deputy secretary of the Education Working Committee of Chaoyang District Party Committee, said, "At that moment, we felt that we grasped the bull's nose of development." A project like

had no mature experience in China at that time, so it could only be explored in practice and crossed the river by feeling the stones.

There is no way out before you, so you can find a way out by yourself. When the school cultural construction project was launched, the Education Working Committee of Chaoyang District Party Committee and the District Education Commission formulated a three-year "three-step" implementation strategy, namely, completing a school cultural construction system project with the three major themes of campus environment construction, humanistic cultural construction and school characteristic construction.

Among them, 2007 is the year of campus environment construction, mainly by strengthening the construction of the campus material environment and human environment, further optimizing the school's educational and teaching environment, and creating a good educational atmosphere; 2008 is the year of humanistic and cultural construction, mainly by strengthening moral education and civilized etiquette norms for teachers and students, focusing on the school's educational philosophy, further standardizing the school's motto, school song, school emblem, school flag and other educational carriers, and achieving the purpose of building a harmonious campus; 2009 is the year of school cultural characteristics, on the basis of the construction of the first two years, it will gradually form a brand school with a deeper cultural heritage, a more prominent educational concept, and a more distinctive school characteristics.

The implementation of the three-year "three-step" strategy has brought about a comprehensive improvement of the campus environment of Chaoyang Education, and the "appearance" of primary and secondary schools in Chaoyang District has been continuously setting new heights. When you walk into the campus of Chaoyang District, even the once rural "weak schools" have profound theme cultural landscapes, exquisite and connotative cultural corridors, and class cultural walls with different characteristics.

"In the past, the school environment was dilapidated. Now it not only has the campus landscape, but also the school motto, school song, and school emblem. The cultural flavor is getting stronger and stronger. In the past, we were unwilling to mention the word culture, but now we are willing to talk about culture in reporting and management." More than one principal said this, and they have truly tasted the sweetness of school cultural construction.

From appearance to connotation Everyone changes in cultural immersion

Chaoyang District’s school culture construction has made initial achievements. Can you stop? Some people are watching, while others are thinking.

Wang Shiyuan is the latter. This educator with decades of front-line work experience feels that he is still spinning around the periphery of education: "Why are schools very painful now, principals very painful, parents very painful, and students very painful, because our educational culture is pursuing the growth of students' knowledge without paying attention to the growth of students' lives."

Only by paying attention to the development of school culture connotation and further promoting school culture construction to systematic, distinctive and branding from the aspects of school environment culture, teacher-student behavior culture, student growth culture, school management culture, etc., and closely combining school culture construction with improving the quality of education and teaching can we give full play to the educational function of school culture and promote the healthy growth of students and the comprehensive development of teachers and students. And this is the next goal of Chaoyang District’s school culture construction.

From the "12th Five-Year Plan" to the "13th Five-Year Plan", with the help of the platform built by school cultural construction, the ideological, moral sentiment, and behavioral habits of primary and secondary school students in Chaoyang District have changed subtly.

in Heping Street No. 1 Middle School, choir, wind band, folk orchestra, street dance club, animation club, environmental protection club, science and technology club, "Sports Festival", "Art Festival", "Science and Technology Festival", "Reading Festival" and teachers' "Education and Research Festival", to build a platform for the special development and healthy growth of every teacher and student.

In Hujialou Central Primary School, culture has entered the level of curriculum system construction. The school has successively compiled a series of school-based textbooks "Etiquette, Etiquette, and Courtesy Education Series" and "Integrity in My Heart", held the "China Waa Ao Operation" National Sports and Culture Festival, the "National Spirit in My Heart" Cultural Festival, and the humanistic care activities represented by the emergency repair workers of Beijing Guangqiao collapse, allowing students to understand the profound philosophy of how to be a person and do things through participation, and thus maximize the effectiveness of moral education.

Use culture to educate people and educate people with literature. Campus culture construction not only changes the campus environment, the spiritual outlook of teachers and students, and the characteristics of the school development, but also changes the principal's school philosophy and ideas.

In November 2013, the Education Working Committee of Chaoyang District Party Committee and the District Education Committee held a "Cultivation of Agile Life in Culture - Principals Qi Zhenjun, Meng Xia and Li Honghai's School-running Features Exhibition Activity" at the Sun Star City Campus of Chaoshi Primary School Affiliated Primary School. Qi Zhenjun, principal of Chaoshi Affiliated Primary School, refined the "Yue Culture" and created "Yuewen Square", "Yuemeng Factory" to give students a pleasant environment for exchanges, displays and letting their dreams fly; explore the formation of the "541 Independent Classroom Teaching Research" model, and use the joyful course to open the door to students' future.Meng Xia, the principal of Beijing Experimental School affiliated to the China Conservatory of Music, took "mental health education" as a breakthrough point to integrate art education into the development of the school's three-level curriculum system and the creation of diverse and distinctive course teaching, allowing students to feel the happiness of "pursuing beauty", "sharing beauty" and "practice beauty" in the process of education. Based on the "couplet culture", Li Honghai, the principal of Bingfang Primary School, proposed the school-running concept of "integration of tradition and modernity, and symbiosis between teachers and students", and created the "Eight Scenery of Campus" with Chinese traditional cultural characteristics, forming a school-based curriculum with couplet characteristics.

With the deepening of the school’s cultural construction project, more and more principals have begun to take action, sorting out and forming a distinctive cultural school-based school-running philosophy, leading the school to a new highland of development.

"Cultural Festival" is in full swing. Look, cultural feasts are being staged.

2016 is a year worth remembering in the history of school cultural construction in Chaoyang District.

In March of this year, the Education Working Committee of Chaoyang District Party Committee and the District Education Commission issued three documents: "Opinions on Further Strengthening School Cultural Construction", "Chaoyang District Education System 2016 "School Culture Festival" Work Plan", and "2016 Chaoyang District School Cultural Construction Work Key Work", which sets the "Construction Drawing" for the school cultural construction of the entire district's education system during the "13th Five-Year Plan" period.

What excited teachers and students is that according to the work plan, the Chaoyang District Party Committee Education Working Committee and the District Education Committee will carry out the "School Culture Festival" in the entire district in May and October every year. This is a major innovation in the construction of school culture in Chaoyang District, and it also sets a precedent for the display of school culture construction in Beijing. It can be called the "big master" brand shaped by the school culture construction project in Chaoyang District.

Think about it, more than 200 events and more than 170,000 students participated. What a big scene it should be. In 2016, the first school cultural festival held by the Education Working Committee of Chaoyang District Party Committee and the District Education Committee became a hit and won a good social reputation.

"Through the school cultural festival and other methods, further strengthen exchanges and communication between schools, so that experiences and achievements can be accumulated and accumulated in a timely manner. The school should not only be rooted in the school's development foundation, independent design, independent management and independent construction, but also deeply explore the cultural resources of Chaoyang District, make full use of the cultural platform of Chaoyang District, and strengthen the organic combination and active integration with regional culture." Xiao Wen, director of the Chaoyang District Education Committee, issued such expectations at the launch ceremony of the first school cultural festival.

By the second school cultural festival in 2017, the cultural festival activities of various school districts and schools in Chaoyang District were of higher quality. From the perspective of participants, Chaoyang teachers and students participated widely, and many schools achieved full coverage of teacher and student participation; from the perspective of characteristics, the cultural festivals of each school district and school are diverse, including wind music, folk music, vocal music, dance, chorus, recitation, calligraphy, Chinese painting, printmaking, Peking Opera, dance drama, drama, clay sculpture, soft pottery, facial makeup, reading, science, writing... The expression forms are welcome and are in line with the characteristics of students. In addition, the cultural festivals of each school district and school have fully mobilized the enthusiasm of the community and parents, and the influence covers the communities and families.

2018 The theme of the third Chaoyang District School Cultural Festival is clearer, the idea is grander, and the development is deeper. While carrying out a variety of cultural festival performances, Chaoyang District also took the theme of "Salute to the times and become a weathered person". It selected 10 schools in the first period. Through one-on-one guidance from experts, it strengthened the demonstration and practical transformation of the subject, further converged the school's cultural consensus.

The three major actions of the "School Culture Festival" and "Expert Leadership, Project Demonstration, and Special Training" in the entire district have been "theme promotion" for more than ten years, covering more than 500 schools at all levels and types in the area, benefiting more than 200,000 teachers and students in the region. The multiplier effect of Chaoyang District's use of culture to drive the development of education has been revealed. In the three-year Beijing primary and secondary school cultural demonstration schools creation selection, a total of 59 schools in Chaoyang District were rated as municipal school cultural construction demonstration schools, and the number of elected students was among the forefront of the city; another 35 schools were rated as "Chaoyang District School Cultural Window School", which played a positive role in promoting the comprehensive development of Chaoyang education.

Moving towards ideals. When the construction of education and culture has not ended,

In December 2018, the series of activities of the China Internet News Center "Looking for Good Education in China" was set up in Chaoyang District, Beijing after entering Shanghai, Tianjin, Henan, Hubei, Anhui and other provinces.

The reason is very simple. In the words of the organizer, Chaoyang Education uses "cultural school" to promote leapfrog development and promote the construction of a strong district, and selects a model and model for the reform and development of China's basic education that can be learned and referenced.

"I have witnessed the rapid pace and high achievements of Chaoyang District leading the comprehensive improvement of education quality through school culture construction over the past decade." Gu Mingyuan, a member of the National Education Advisory Committee, a senior professor of Beijing Normal University, and honorary president of the Chinese Society of Education, said sincerely.

"In the path, theory, system, and cultural confidence of socialism with Chinese characteristics, among these 'four self-confidence', cultural confidence is a more basic, broader and deeper self-confidence, and a more basic, deeper and more lasting force. We must create confident education with educational confidence, and we must build path, theory, system and cultural confidence through educational confidence. Therefore, we should stand up our educational confidence and support cultural confidence with educational confidence." Zhou Wei, Secretary of the Education Working Committee of Chaoyang District Party Committee, said in his speech.

Practice has proved that Chaoyang District schools have strong educational confidence and cultural confidence. With the help of 12 years of advancement, the cultural temperament of schools in Chaoyang District has been constantly emerging. The manifestation of this temperament is reflected in many aspects of the school’s cultural construction achievements, one of which is the school’s cultural brand.

For example, the comprehensive practical activity of "Red Scarf with Red Scarf" built by Fangcaodi International School has become the cultural brand of the school. It not only involves interdisciplinary teaching such as music, science, Chinese, mathematics, student and student, and PinShe, but also has a large number of extracurricular experiences. By deeply exploring the school’s red genes and condensing the school’s cultural spirit, teachers and students can “build patriotic feelings and deepen their cultural connotations” in the course. During the annual "Red Army Tour" hiking activities, students participated in a series of research learning activities such as comic strip creation, straw sandals, drawing route maps, and simulating the "Iron Cable Bridge", which exercised their physical strength, tempered their will, and experienced the spirit of the Red Army's Long March.

In the 2018 School Culture Festival launch event, Wang Shiyuan said in his speech: "Chaoyang District's school cultural construction has gone through ten years. In the first decade, it is more about the 'cultural construction of things'. Now, in the second decade, we will focus on 'cultural construction of people'."

Wang Shiyuan believes that in order to truly promote the integration of education and culture, it is necessary to break the narrow single thinking of school environment and culture construction, and we must take school cultural construction as the "solving" entry point for the fundamental education of the education of who to cultivate, how to cultivate people, and for whom to cultivate people. We must deeply understand that the attributes of schools are "education", and the function of "education" is "ideal education culture" in the presentation of culture.

In order to implement the ideal educational and cultural concept, the Chaoyang District education system began a new exploration in 2018: selecting the ideal educational and cultural practice base school, and using the school cultural festival and cultural characteristic brand project creation activities as carriers, it carried out and implemented the three major action plans for school cultural construction "expert leadership", "topic demonstration" and "special training".

"The impact of education culture on individual education in human life has a huge inertia. The inertia of education culture makes it difficult for the education reform of a country and a nation to change direction.If we only start with method reform, tool reform, and management reform without changing the thinking and behavioral habits of the existing educational culture, then education reform can generally only be a craftsman-style and gradual reform, and it is difficult to make substantial breakthroughs. "Wang Shiyuan's dream is to explore the beauty of ideal education and culture.

From the construction of simple campus environment culture, to the construction of school culture based on teacher-student behavior culture, student growth culture, and school management culture as elements, to the construction of education and culture that integrates cultural cultivation into the entire process of education, when the education and culture construction in Chaoyang District has not ended, it is always on the road. ​​​​ (Reporter Kang Li of China Teachers Daily)