宋 璞

编者按：2005年11月14日，“中英校长论坛”交流活动在重庆国际会展中心举行。重庆南开中学宋璞校长在论坛上和国内外的中学校长进行了交流。现刊出宋校长的交流文章（中文稿和英文稿），以飨读者。

　　学校文化是以教学活动为中心而形成的价值观念和行为形态，是学校文明进程的积淀，是具有独特凝聚力的一种学校精神。学校文化建设是学校建设发展中不可缺少的重要组成部分。人性化的教育不但要让学生得到全面的发展，还要通过学校文化的潜移默化影响给学生以精神温情与人文关照。

重庆南开中学是著名爱国教育家张伯苓先生创办的系列学校之一。建校近70年来，学校秉承“允公允能，日新月异”的校训，继承优良历史传统，不断充实时代内涵，打造校园特色文化，探讨文化育人功能，并力求有所创新。

　　一、挖掘历史内涵，提炼办学理念

　　历史是累积而成的实践财富，是我们成功度和行为价值的重要参照。文化凝缩着历史，是人类物质文明与精神文明的结晶。没有历史，文化虚浮而缥缈。认识历史，挖掘并分析其内涵，是继承优秀遗产进行现代创新的前提。一所名校，更应当审视办学历程，把握时代节奏，打造特色文化，从而勃发青春活力。

　　办学理念是在理性思维层面上对教育实践的哲学式反思，它体现了学校的办学宗旨和教育价值观，是学校文化的主要特征，也是学校文化建设的主要方面。打造特色文化，要有独立而科学的办学理念。这需要解读办学实践，掌握时代精神内核。

　　办学理念是学校文化的集中体现，包含着对学校历史的科学总结和办学愿景。积极而科学的办学理念推进健康的学校文化。重庆南开中学诞生在抗日的炮火中，是一所有着悠久历史和光荣传统的名校。张伯苓校长在南开学校建校30周年庆典上宣布将“允公允能，日新月异”作为南开学校的校训。“公”即 “天下为公”，它是一种胸怀，一种责任，一种人格的至高境界；“能”即服务社会的能力。“公能”校训旨在教育南开师生勇担社会责任，学好本领改造社会。在“公能”校训的指导下，重庆南开中学建校以来培养了32位院士，20余位国家和省部级领导，近5万名祖国各个领域的骨干。学校珍视历史资源，在进行校史研究的基础上，认真挖掘南开办学理念的核心价值，充分发挥校训的文化凝聚力，矢志坚持“公能”理念。在新时期，学校又结合新的时代背景提炼出“把南开中学建成现代化的，在国际上具有一定知名度的中华名校”的办学目标和“为造就二十一世纪国家需要的高素质、高层次、创新型人才打好整体素质基础”的教育目标，引领学校文化方向。

　　二、和谐物理环境①，形成文化暗示

　　人类社会存在和发展离不开适宜的自然环境。文化是人类社会在发展中积累起来的总和。所以，自然环境是文化产生的根源，也是成型社会中影响文化指向的潜在因素。就学校范围来讲，校园建筑（布局、造型、颜色）、设施、花草树木等是学校文化的直观载体，是营造文化氛围的最直接外在因素。和谐的物理环境，能够营造浓郁的文化氛围，给师生较强的文化心理暗示。

　　学校的外在实体是由功能建筑和美化构件组成的。在修建学校外在实体时，营造和谐的景观生态，可以很好地烘托崇尚自然、求真求美的文化氛围，生发环境暗示，衬托文化品位。重庆南开中学现有校园的设计遵循中正简约的原则，田径场居中，教学楼馆分布在田径场的两侧。学校中轴线平分田径场，穿过前后校门，中轴线上无任何建筑。田径场两侧的建筑大体上保持对称，其风格稳健，外形端庄。楼馆间有很大的空间，路道宽阔。这样的建筑风格很好地体现了中国传统文化的中庸思想和包容意识，能给人深刻的印象。新时期以来，为了发展的需要学校对原初建筑进行了改造或者改建，但保持了原来的布局和风格，留存了给人回想历史的文化空间。

　　除了功能建筑，南开中学在建设中充分重视和谐生态环境的营造。校园内绿化面积达到80％，植物种类上千种，高大乔木近千株。整个南开校园草木蓊郁，花香鸟语。冬有三友路旁傲霜的寒梅，夏有桃李湖中笑晴的红荷。学子们在竹林里晨读，小鸟昆虫在花间飞舞嬉戏，一派和谐的人与自然景象。和谐的生态环境，让南开师生亲近自然、崇尚自然，体会人与自然和谐之美。这是一种潜移默化累积沉淀的习惯和信念，是渗透于生活实践中的文化。

　除此之外，南开中学诸如“忠恕图书馆”、“勤俭楼”等富含文化意蕴的建筑名称和传鉴亭、院士壁、三峡石等人文景观，和学校的功能建筑、自然环境一起，构成了高品位的物理环境，形成大气而不张扬、稳重而又常新的文化心理暗示，无形之中培养了南开人的独立性和包容性。重庆南开近70年来培养了数以千计的创新型德艺双馨人才，可以证明这种暗示的有效性。

　　三、发挥管理功能，引导文化方向

　　除了外在环境的熏陶暗示，正面引导在学校文化建设中也是非常必要和重要的。在新时期的文化建设中，学校应当坚持“以科学的理论武装人，以正确的舆论引导人，以高尚的精神塑造人，以优秀的作品鼓舞人”的文化方向，发挥管理功能，进行求真、求善的引导。坚持正确的文化导向，是学校工作不偏离教育方针的有力保障，也是各项工作的前提。

　　南开中学注重文化宣传阵地的把握，积极开展了各种教育活动。新教师和新生到校后，学校首先对他们进行校史、校训、校歌、容止格言②的介绍，解说，并组织他们参观校史陈列室，进行爱国、爱校，自尊、自爱的文化引导。学校还在教职工大会、校会、班会等场合弘扬文化主旋律，教育师生明事理、顾大局，以生动的形式确立先进文化的重要地位。另外，重视展板、橱窗等窗口的建设，通过表彰先进，树立典型营造争先的风气。除了正面引导，还注重从细节入手，用实际行动弘扬先进文化。利用升旗仪式、运动会等全校性集会进行爱国主义和集体主义教育。学校对优秀的师生实施奖励，对有困难的师生进行帮助，关心公益事业，真诚回报社会，营造争先创优，和善友爱的氛围。宣扬无论贫富、出身，在知识和学术面前人人平等，博学的人最受尊重的观念。

　　通过引导和教育，南开中学确立了倾力为公、敬业奉献、和而不同、友善好学的文化方向，形成了独具特色的南开文化。

　　四、打造特色课程，营造学术氛围

　　学校是利用课程育人的场所，所以学校特色文化建设的一个重要方面是建设特色课程体系。南开中学积极推进课程改革，打造学校课程体系特色，提出了将南开中学办成“中学中之大学”的目标，建设完善以必修课、选修课和自修课相结合的课程体系。

　　在各年级开齐开足必修课的基础上，学校每学期都开设既严谨又开放的基础工具、兴趣拓展、综合探究等类型的选修课30余门，让老师的专攻有用武之地，学生的个性爱好有拓展的空间；设立“南开讲坛”，定期请来在相关领域有知名度和学术水平的专家学者，科学传导和人文渗透并重，营造在科学观念指导下的文化环境，激发他们对学术殿堂的景仰和向往；定期编辑学术刊物《南开教研》，丰富学术研究的舞台；组织教师基本功优质课比赛，营造交流探讨、学术争论的氛围；组织学生编期刊、搞社会调查、进行社会实践等，建构南开特有的学术氛围。

　　南开师生在这个和谐的校园里，通过听一次讲座，上一次公开课，参与一次教研讨论，撰写一篇学术文章，而体会到了独立的办学思想，自由的学术氛围，严谨的治学方法和宽容的人生态度，也积累了广博的知识，逐渐融通文理，进而去追求真的境界，具备开阔的心胸。南开的特色课程体系支撑着南开的特色文化。

　　五、促进体艺发展，注重美感育人

　　体育和音乐、美术学科在促进学生全面素质发展中和德育、智育具有同等重要的地位。进行体育和艺术教育能够提升师生的审美素质，形成学校审美文化。作为重点中学，应当促进体艺活动发展，扩大师生的审美视野，丰富学校审美文化，形成认识美、感受美、追求美的良好风气。

　　南开中学建设了一支素质优良的体育教练员队伍和艺术教师队伍，积极推进学校的体艺事业，对师生进行美的熏陶。学校成立有田径队、女子篮球队、合唱队、舞蹈队、管乐队、民乐队，多次在各类比赛中获奖，每年都有为数不少的学生凭借艺体特长保送进入名牌大学。学校每年都要举行专题音乐会、新年晚会、校庆文艺晚会、书法展览、文化衫展示等活动。这些活动凸现了教育的美感，也使师生产生了自豪感，自然形成感悟美、崇尚美、创造美的文化氛围，提升自身美的素质，促进和谐校园。

　　六、重视文化交流，立足国际视野

　　人类文明总是在各民族文化的交流与碰撞中不断前进的。文化不可能孤立起来，它必须要碰撞、融合、更新。文化的交流促进了各民族之间的往来，推进了人类的团结进步。建设学校文化也不能孤立、封闭，而必须开阔视野，辩证分析，合理吸收。只有这样，一个学校才能包容其它不同的文化，才能具备广博的心胸，才能泰然自若，和谐发展。

　　南开中学在建设学校文化中重视同其它文化的交流，在市内有针对性地进行学校之间的联谊，促进交流，共同进步。在此基础之上，学校立足国际视野，先后同美国和英国的中学结成友好学校，每年都有师生互访。在互访中切身感受、尊重、理解别国的文化，同时赢得西方国家对华夏文化的理解与尊重。除此之外，学校还在英、美等国长期聘请口语教师，同时指派教师出国进修，进行文化的交流。通过这样一些活动，学校师生逐渐具备了国际视野，形成了兼容并包的文化心态，和大度、大气的南开胸怀。

　　学校文化建设是为学校的发展服务的，要紧紧围绕教育这个核心。落实下来就是要文化育人。在这个过程中，文化的要义不是作为纯文化来解构的，而是有机渗透在教学、科研等方面，要通过解读、提炼来还原加以分析。因此，建设学校文化不是一项孤立的工作，而和培育学生心智品德、提升教学质量、建设优良师资紧密结合在一起。

注释：

①于文书、周晓光在《美育视角下的校园文化建设》一文中将校园的建筑（布局、造型、颜色等）、设施、花草树木等自然景观称为“物理环境”。见《中国教育报》2005年5月14日第三版。

②南开的“容止格言”写在范孙楼大厅的镜面上方，因此又叫镜箴。其内容是：“面必净、发必理、衣必整、纽必结。头容正、肩容平、胸容宽、背容直。气象勿傲、勿暴、勿怠。颜色宜和、宜静、宜庄。”

On (the Features of) School Cultural Development

Song Pu

The school culture, which centers on teaching-learning activities, is a kind of values and behaviors formed on the basis of education and accumulated in the civilized process of the school. It is a kind of school spirit with its characteristic cohesion and an essential component of the school’s all-round development.

Guided by the school motto of Dedication to public interests, acquisition of all-round capability, and aspiration for progress with each day and its historical tradition, Chongqing Nankai Secondary School is dedicated to enrich its times connotation, build campus culture, explore educational function and seek for creation.

1.  Refining Education Concept by Exploring Historic

connotation

The schooling concept is a philosophical reflection of education practice from the logical point of view. It embodies the schooling objectives and education values and it constitutes the main character of school culture construction.

Dedication, acquisition and aspiration--the school motto of Chongqing Nankai Secondary School is a precious heritage in Nankai history and a driving force for our development and progress. It means to cultivate the social morality of students and teachers and the service capability for the entire society. It is under this concept that Chongqing Nankai Secondary School has nurtured 33 academicians of Chinese Academy of Science, over 20 national and provincial leaders, and about 50000 backbones from all walks of life since its establishment. In the new era, Chongqing Nankai Secondary School, on the background of new era, has set forth its new schooling objective of Building Nankai Secondary School to Be A Modern, Internationally Well-known Secondary School and its new education objective of Laying A Solid Foundation for The High Quality, Senior, And Creative Human Resources For 21st Century, which will orientate the development of school culture.

2. Harmonizing Environment to Imply an Atmosphere of Culture

Compatible environment is the foundation for existence and development of human beings. Culture is the integration of material civilization and spiritual civilization accumulated during the development of human society. Therefore, environment is the origin of culture and the potential factor influencing culture orientation in a formed society. For a school, campus architectures (layout, style and color), facilities, trees and flowers etc., are the direct carriers of school culture and the external factors creating a cultural atmosphere. Harmonious ecological environment may well imply a cultural atmosphere of nature, truth and beauty. We have adhered to the principle of symmetry and simple in the construction of the school with the playground located in the middle and the teaching buildings on both sides. This steady and elegant architectural style best embodies the Mean Thought and tolerance ideology of traditional Chinese culture, which makes your minds wander in history.

Besides functional view of construction, Nankai Secondary School also attaches great importance to the creation of a balanced ecological environment. Trees have covered 80% of the campus, and thousands of species and plants dotted the school. The whole campus is a green place full of trees and flowers, fragrance of the flowers, and songs of singing birds. This environment brings teachers and students close to nature, makes them fond of nature, and gives them a feeling of peace and harmony between people and nature which is also a kind of culture rooted in daily life and a potential shaping force for the establishment of habits and beliefs.

3. Orientating Culture Through Management

Apart from external implications from environment, it is important and necessary to provide feasible guidelines for school culture construction. In the new era, Nankai Secondary School sticks to the principle of arming students with scientific learning, guiding them with correct public opinions, shaping them with noble spirit, and inspiring them with superior works of culture. It gives full play to management to guide them in their pursuit for the truth and kindness. Adherence to cultural orientation is the guarantee for the carrying out education objectives in the planned direction and it is the premise to the performance of all other tasks.

Paying attention to the cultural influences on people, Nankai Secondary School has organized various activities related to teaching and learning. This includes introducing to newly admitted teachers and students school history, school motto, school anthem and disciplines for appearance and behaviors, showing them around school history exhibition, and training them to love their country and school and love and respect themselves as well. The school will emphasis this cultural awareness in class meetings, school meetings and staff meetings. The school will train the teachers to be level-headed, far-sighted, and establish the key position of culture by vivid methods. Besides, we also care for building of bulletin boards and service windows and perform the practice of praising the well-done work to encourage more good work.

By orientation and education, Nankai Secondary School has established its own unique culture---a culture of devotion, dedication, variety and friendliness.

4. Creating special atmosphere of learning by Developing Characteristic Curriculum System

In the school, students are educated through course-takings, therefore the course set-up is a key aspect of culture construction. Guided by the objective of making Nankai the University among secondary schools, we take an active part in course reform and developed a comprehensive curriculum system consisting of required courses, optional courses, and self-study courses.

Students who have completed the required courses can have access to the choice of over thirty optional courses ranging from tool-using training, to interest extending studies and comprehensive researches. These courses are elaborately designed to extend the students" scope of knowledge in their preferred field and give chances for special-field teachers to teach. We run a Nankai Forum joined by specialists of science and humanities on a regular basis to refresh the academic air and stimulate the students to learn further and wider. We publish the school journal Nankai Teaching Research to help teaching and research. We hold lecture contests among teachers for academic exchange and improvement. We also arrange for students to edit publications, make investigations, and carry out practice socially to create a special atmosphere of learning.

By attending lectures, giving demonstration lessons, joining in teaching-learning discussions or composing an article, teachers and students can feel the originality of schooling concept, the free atmosphere of learning, the systematic methodology of teaching, and the tolerant ideology towards life, and gradually accumulate an extensive knowledge for future development. With its special traits, Nankai’s curriculum system has added up to characteristic school culture.

5. Cultivating Students Physically and Artistically

Physical and artistic subjects are no the less important than moral and intellectual subjects in the pursuit for quality-oriented education. They enhance the student’s appreciation for beauty and form a kind of esthetic culture. As a key school, we must promote physical and artistic activities to broaden the mind, and enrich aesthetic culture and enable the students to discover beauty, appreciate beauty and seek beauty.

In Nankai Secondary School, there is a group of well-trained coaches who actively promote physical and artistic development and cultivate the students with a sense of beauty. There are track and field teams, women basketball team, student chorus, dance team, wind band and traditional instruments orchestra which have won prizes in the past years and sent many a student to famous universities. We also hold an annual special concert, New Year’s party, anniversary party in honor of school foundation, calligraphy exhibition, costume show etc. which feature esthetic education and give students a sense of pride while creating an atmosphere of beauty.

6. Stressing on Cultural Exchanges through International Communication

Human civilization develops through constant collisions and exchanges with other cultures. Cultures are not isolated. They will inevitably collide, mix with other cultures so that be renewed. Cultural exchanges can increase cross-nation contact, promote unison and contribute to human progress. Culture will not be developed in isolation, it must open to other cultures and draw experiences from them to adjust its own path. Only in this way can a culture be rich, inclusive, and harmonious.

Valuing cultural exchanges, Nankai Secondary School has selectively chosen a few schools both home and abroad as partners for cultural and scholarly exchanges. We exchange teachers and students with American and British Schools in the hope that students can learn to understand and respect different cultures to bridge cultural gaps between the east and the west. Besides, we are have employed English-speaking natives to teach oral English on a regular basis and sending teachers of Nankai to study overseas. In this way we have cultivated the students with an international overview and catholicity ideology.

As cultural construction, down to the ground, is to help the school construct, it cannot be treated as pure culture or constructed for culture’s sake only. As a matter of fact, it is everywhere in teaching and administration and we must abstract and refine culture from the teaching and administration to make an analysis of it. As a result,  cultural development is by no means an isolated task but goes hand in hand with moral and intellectual development, the improvement of teaching methodology, and the forming of a distinguished teaching group.