“三全育人”理念下班助工作的理论体系与实践探索

Theoretical System and Practical Exploration of the “Three Pronged Education” Concept for Post Work Assistance

摘要: 在“三全育人”理念深入推进教育改革的背景下，高校班助工作的重要性日益凸显。本文聚焦于“三全育人”理念下班助工作的理论体系与实践探索，明确班助作为育人多元主体的角色定位与榜样示范职责；阐释班助在新生入学适应至毕业全过程的衔接与跟踪引导作用；剖析班助在学习、生活、心理等多维度对学生的支持及校园文化融入引导。通过迎新、班级建设、学业指导、生活关怀等实践探索，取得良好班级氛围营造、学生学习积极性提升等成果。同时，构建包含学生评价、辅导员评价、自我评估的评价机制，以及即时反馈、定期沟通、结果反馈的反馈机制，助力班助工作优化，为高校人才培养提供有益参考，推动“三全育人”理念在高校基层工作中的有效落实。

Abstract: Against the backdrop of the deepening of the “three-in-one education” concept and the promotion of educational reform, the importance of college class assistance work is increasingly prominent. This article focuses on the theoretical system and practical exploration of class assistance work under the “three-in-one education” concept, clarifying the role positioning and exemplary responsibilities of class assistance as a diverse subject of education; interpreting the role of class assistance in connecting and tracking the entire process of new students’ adaptation from enrollment to graduation; and analyzing class assistance’s support for students and guidance on their integration into campus culture from multiple dimensions such as learning, life, and psychology. Through practical explorations in welcoming students, class construction, academic guidance, and life care, it has achieved good results in creating a good class atmosphere and improving students’ learning enthusiasm. Simultaneously, an evaluation mechanism including student evaluation, counselor evaluation, and self-evaluation, as well as a feedback mechanism of immediate feedback, regular communication, and result feedback, has been established to assist in optimizing class assistance work, provide useful references for talent cultivation in universities, and promote the effective implementation of the “three-in-one education” concept in grassroots work in universities.