马克思人学思想视域下民办高校“全过程育人”的育人路径

The Practical Logic of “Whole-Process Education” in Private Colleges and Universities from the Perspective of Marxist Humanological Thoughts

摘要: 马克思人学思想为民办高校全过程育人提供核心理论指引，以“现实的个人”为根基，育人工作需贴近学生真实成长境遇、尊重个体差异化发展需求，以“自由而全面发展”为目标，划定了人才培养的核心价值。由于民办高校学生在学业基础、经济状况、社会认同上有着鲜明的群体差异，造成当下育人仍面临标准化培养与个性化需求脱节、资源供给不足、协同育人碎片化、社会融入支持薄弱等问题。因此，搭建全周期、全环节、全主体联动的闭环育人体系，才能更精准贴合学生成长需求，落实育人根本任务，助力学生实现全面发展。

Abstract: Marxist humanist thought offers core theoretical guidance for whole-process education in private universities. Based on the conception of “real individuals”, educational practice ought to keep close to students’ actual growth circumstances and respect their differentiated developmental demands. Oriented toward the goal of “free and all-round human development”, it sets the core value benchmark for talent cultivation. Students in private universities present striking group differences in academic foundation, economic status and social identity, leading to prominent dilemmas in current education: the disconnection between standardized training and personalized demands, insufficient supply of educational resources, fragmented collaborative education mechanisms, and weak support for students’ social integration. Therefore, constructing a closed-loop education system featuring full-cycle coverage, full-process links and multi-subject coordination can precisely respond to students’ growth demands, fulfill the fundamental mission of education, and advance the all-round development of students.