健康学校建设中隐性课程涵育健全人格的育人机制研究

Educational Mechanisms for Cultivating Sound Personality through the Hidden Curriculum in Health-Promoting School Development

摘要: “健康第一”是新时代学校育人的重要价值导向，健全人格构成学生身心健康发展的重要基础。健康学校建设中的隐性课程以环境、制度、关系、活动和文化为主要载体，将学校倡导的健康价值转化为学生可感知、可参与、可反思的生活经验，拓展健康育人范围，贯通健康认知与日常行动，促进学生主体成长。环境提供行动条件，制度形成生活秩序，关系支持自我确认，活动推动经验反思，文化凝聚共同价值，五类隐性课程资源共同作用于学生的理解、认同与实践。学生通过选择、质疑、协商和重构参与课程意义生成，使人格发展成为学校影响与主体建构相互作用的过程。隐性课程的实践转化需要衔接人格目标与可观察表现，统筹环境营造与制度安排，增强关系交往与活动参与的真实性，并通过文化引导和评价反馈调节育人过程。数字空间应明确健康数据收集、公开和使用的边界，维护学生自我认识、价值判断与行动选择的自主性。学生生活经验的改善，以及积极自我、责任意识、合作精神和进取品质的发展，是衡量隐性课程育人成效的基本尺度。

Abstract: “Health first” is an important value orientation of school education in the new era, and sound personality provides an essential foundation for students’ physical and mental development. In health-promoting school development, the hidden curriculum operates through the environment, institutions, relationships, activities, and culture, translating the health values advocated by the school into lived experiences that students can perceive, participate in, and reflect upon. It extends the scope of health education, connects health knowledge with everyday action, and supports students’ agency. The environment creates conditions for action, institutions organize the order of school life, relationships support self-recognition, activities promote reflection on experience, and culture consolidates shared values. Together, these five types of hidden-curriculum resources shape students’ understanding, identification, and practice. Students also participate in the construction of curricular meaning through choice, questioning, negotiation, and reconstruction, making personality development an interactive process between school influence and individual meaning-making. The practical transformation of the hidden curriculum requires aligning personality goals with observable manifestations, coordinating environmental and institutional arrangements, strengthening the authenticity of relationships and participation, and regulating the educational process through cultural guidance and evaluative feedback. In digital spaces, clear boundaries should be established for the collection, disclosure, and use of health data so as to protect students’ autonomy in self-understanding, value judgment, and action. Improvements in students’ lived experience, together with the development of a positive sense of self, responsibility, cooperation, and an enterprising disposition, constitute the basic criteria for evaluating the educational effects of the hidden curriculum.