解慶賓 | 在“三全育人”中推進高校鑄牢中華民族共同體意識教育的三重維度
鑄牢中華民族(zu)(zu)共同(tong)體意識，是(shi)當下我國政治(zhi)生活(huo)的重(zhong)(zhong)要課題，是(shi)實現中華民族(zu)(zu)偉大復興的必(bi)然要求，也(ye)是(shi)新時(shi)代(dai)(dai)高校(xiao)思想政治(zhi)工作的重(zhong)(zhong)要內(nei)容。高校(xiao)作為(wei)“為(wei)黨(dang)育(yu)人(ren)、為(wei)國育(yu)才”的重(zhong)(zhong)要陣(zhen)地，肩負著立德樹人(ren)，培養(yang)堪(kan)當民族(zu)(zu)復興大人(ren)時(shi)代(dai)(dai)新人(ren)的時(shi)代(dai)(dai)重(zhong)(zhong)任(ren)，要在“三全(quan)育(yu)人(ren)”中，拓(tuo)寬廣度(du)、增強深度(du)、提(ti)升厚度(du)，持(chi)續推進高校(xiao)鑄牢中華民族(zu)(zu)共同(tong)體意識教(jiao)育(yu)。
一、在“全員育人”中拓寬高校鑄牢中華民族共同體意識教育的廣度
高校(xiao)鑄牢中(zhong)華民族共同體意識教育工(gong)(gong)作應該是全體高校(xiao)教育與工(gong)(gong)作人員的分內(nei)之事，責無旁(pang)貸，全員參與并(bing)積極發揮各(ge)自作用。
其(qi)(qi)一，樹立“全員育(yu)人”理(li)念(nian)。高校鑄牢中華(hua)民(min)族共(gong)同體意(yi)識教育(yu)不僅僅是學(xue)生輔導(dao)員與高校思政課(ke)(ke)教師(shi)的工(gong)作(zuo)(zuo)。專業課(ke)(ke)教師(shi)、科(ke)研(yan)人員、行政管(guan)理(li)人員、后勤工(gong)作(zuo)(zuo)人員也應該積極參與其(qi)(qi)中并(bing)充分發揮作(zuo)(zuo)用，在課(ke)(ke)程教學(xue)、科(ke)學(xue)研(yan)究(jiu)、行政管(guan)理(li)、后勤服務等方面協同配合，助力高校鑄牢中華(hua)民(min)族共(gong)同體教育(yu)工(gong)作(zuo)(zuo)的持續推進(jin)。
其二，構(gou)建“全員育(yu)人(ren)”機(ji)制。高校(xiao)應加強頂層(ceng)設計，科學(xue)制定全員參與鑄(zhu)(zhu)牢(lao)(lao)(lao)中(zhong)華(hua)民(min)(min)族共(gong)(gong)同(tong)(tong)體(ti)(ti)意(yi)(yi)識(shi)(shi)教育(yu)工作(zuo)的(de)相(xiang)關制度與執(zhi)行體(ti)(ti)系(xi)。建立相(xiang)關管理機(ji)構(gou)，科學(xue)謀劃與推(tui)進高校(xiao)鑄(zhu)(zhu)牢(lao)(lao)(lao)中(zhong)華(hua)民(min)(min)族共(gong)(gong)同(tong)(tong)體(ti)(ti)教育(yu)工作(zuo)有效展(zhan)開(kai)。明(ming)晰各(ge)部門(men)與各(ge)崗位職責，將(jiang)鑄(zhu)(zhu)牢(lao)(lao)(lao)中(zhong)華(hua)民(min)(min)族共(gong)(gong)同(tong)(tong)體(ti)(ti)意(yi)(yi)識(shi)(shi)教育(yu)工作(zuo)有效融入(ru)到日常的(de)教學(xue)、科研、管理與后(hou)勤服(fu)務工作(zuo)中(zhong)去。組織相(xiang)關鑄(zhu)(zhu)牢(lao)(lao)(lao)中(zhong)華(hua)民(min)(min)族共(gong)(gong)同(tong)(tong)體(ti)(ti)意(yi)(yi)識(shi)(shi)教育(yu)工作(zuo)活動(dong)，探索在思政課程與課程思政、教學(xue)活動(dong)與科學(xue)研究(jiu)、行政管理、后(hou)勤服(fu)務與學(xue)生管理等部門(men)與人(ren)員之間形成協同(tong)(tong)合作(zuo)的(de)體(ti)(ti)制機(ji)制。
其三，建立“全員育人“反饋評價體系。高校應建立一套科學合理的全員參與學校鑄牢中華民族共同體意識教育工作的反饋評價體系。綜合少數民族學生、漢族學生、管理干部、政府人員(yuan)、第三方(fang)人員(yuan)等多方(fang)面(mian)意(yi)(yi)見，集中(zhong)(zhong)精(jing)準的對(dui)于學(xue)校各單位部門(men)、教(jiao)師及工(gong)(gong)作(zuo)人員(yuan)進行評價(jia)反饋。這不(bu)僅能是對(dui)于教(jiao)職員(yuan)工(gong)(gong)參與(yu)學(xue)校鑄(zhu)牢中(zhong)(zhong)華(hua)民族共(gong)同體(ti)意(yi)(yi)識(shi)工(gong)(gong)作(zuo)的肯(ken)定(ding)與(yu)激勵(li)，也可以從中(zhong)(zhong)找到學(xue)校工(gong)(gong)作(zuo)的問題與(yu)不(bu)足，有利于”全員(yuan)育(yu)人“下(xia)的鑄(zhu)牢中(zhong)(zhong)華(hua)民族共(gong)同體(ti)意(yi)(yi)識(shi)教(jiao)育(yu)工(gong)(gong)作(zuo)的進一步(bu)改進與(yu)提升(sheng)。
在高校鑄牢中華(hua)民(min)族共同體(ti)意識(shi)工作中，通過樹立“全(quan)員育(yu)人“理念，構建構建“全(quan)員育(yu)人”機制，建立“全(quan)員育(yu)人“反饋評價體(ti)系(xi)，在全(quan)員參與下，拓(tuo)寬(kuan)了高校鑄牢中華(hua)民(min)族共同體(ti)意識(shi)教育(yu)工作的廣度。
二、在“全過程育人”中增強高校鑄牢中華民族共同體意識教育的深度
高校鑄(zhu)牢中華(hua)民族(zu)共同體(ti)教育工作(zuo)應該深入到(dao)大學(xue)生成長的全(quan)過(guo)程與學(xue)校各項活動的全(quan)過(guo)程，構建(jian)起完備的全(quan)過(guo)程育人鏈條。
其一(yi)，在(zai)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)育(yu)(yu)人(ren)中明理。高(gao)校應發揮課(ke)(ke)(ke)堂(tang)教(jiao)學(xue)主(zhu)渠道主(zhu)陣地作用(yong)。在(zai)課(ke)(ke)(ke)堂(tang)教(jiao)學(xue)中充(chong)分發揮課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)育(yu)(yu)人(ren)功效(xiao)，思(si)政(zheng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)與課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)思(si)政(zheng)協(xie)同(tong)發力(li)，將(jiang)鑄(zhu)(zhu)牢中華(hua)民(min)(min)族共同(tong)體(ti)(ti)教(jiao)育(yu)(yu)有(you)效(xiao)融(rong)入思(si)想(xiang)政(zheng)治理論課(ke)(ke)(ke)和其他(ta)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)之中。上好(hao)《中華(hua)民(min)(min)族共同(tong)體(ti)(ti)概(gai)論》課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)，提升(sheng)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)的感染力(li)與實效(xiao)性。在(zai)思(si)政(zheng)課(ke)(ke)(ke)、專業課(ke)(ke)(ke)、國防教(jiao)育(yu)(yu)課(ke)(ke)(ke)等其他(ta)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)之中，有(you)效(xiao)融(rong)入鑄(zhu)(zhu)牢中華(hua)民(min)(min)族共同(tong)體(ti)(ti)意識(shi)教(jiao)育(yu)(yu)的有(you)關內容。通過這些(xie)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)的講授和有(you)效(xiao)融(rong)合，使學(xue)生(sheng)掌握正確(que)的中華(hua)民(min)(min)族共同(tong)體(ti)(ti)知識(shi)與理論，為大學(xue)生(sheng)樹立正確(que)的中華(hua)民(min)(min)族共同(tong)體(ti)(ti)意識(shi)筑牢基石。
其二，在(zai)科(ke)(ke)研(yan)育(yu)(yu)人中(zhong)(zhong)(zhong)增(zeng)(zeng)(zeng)信。高校(xiao)(xiao)應(ying)圍(wei)繞鑄牢中(zhong)(zhong)(zhong)華(hua)(hua)民(min)族共(gong)(gong)同(tong)(tong)(tong)體意識教(jiao)育(yu)(yu)進(jin)(jin)行(xing)有組織的(de)(de)(de)教(jiao)研(yan)與(yu)(yu)(yu)科(ke)(ke)研(yan)。結合學校(xiao)(xiao)、學院、學科(ke)(ke)特(te)色有針對性(xing)的(de)(de)(de)引導教(jiao)師(shi)(shi)與(yu)(yu)(yu)學生進(jin)(jin)行(xing)相關(guan)(guan)教(jiao)研(yan)與(yu)(yu)(yu)科(ke)(ke)研(yan)活動(dong)，增(zeng)(zeng)(zeng)強(qiang)鑄牢中(zhong)(zhong)(zhong)華(hua)(hua)民(min)族共(gong)(gong)同(tong)(tong)(tong)體意識教(jiao)育(yu)(yu)的(de)(de)(de)深度(du)與(yu)(yu)(yu)廣度(du)。通過進(jin)(jin)行(xing)相關(guan)(guan)教(jiao)研(yan)活動(dong)，有利于(yu)提(ti)升鑄牢中(zhong)(zhong)(zhong)華(hua)(hua)民(min)族共(gong)(gong)同(tong)(tong)(tong)體意識教(jiao)育(yu)(yu)融入相關(guan)(guan)課(ke)程的(de)(de)(de)有效(xiao)性(xing)與(yu)(yu)(yu)感染(ran)力。在(zai)相關(guan)(guan)科(ke)(ke)研(yan)研(yan)究活動(dong)中(zhong)(zhong)(zhong)，參與(yu)(yu)(yu)其中(zhong)(zhong)(zhong)的(de)(de)(de)教(jiao)師(shi)(shi)與(yu)(yu)(yu)學生的(de)(de)(de)中(zhong)(zhong)(zhong)華(hua)(hua)民(min)族共(gong)(gong)同(tong)(tong)(tong)體意識會進(jin)(jin)一(yi)步(bu)增(zeng)(zeng)(zeng)強(qiang)。有關(guan)(guan)科(ke)(ke)研(yan)成果的(de)(de)(de)提(ti)出與(yu)(yu)(yu)發表，既可以進(jin)(jin)一(yi)步(bu)增(zeng)(zeng)(zeng)強(qiang)中(zhong)(zhong)(zhong)華(hua)(hua)民(min)族共(gong)(gong)同(tong)(tong)(tong)體理(li)(li)論(lun)的(de)(de)(de)理(li)(li)論(lun)厚度(du)與(yu)(yu)(yu)思(si)維(wei)高度(du)，又能反哺教(jiao)學，提(ti)升中(zhong)(zhong)(zhong)華(hua)(hua)民(min)族共(gong)(gong)同(tong)(tong)(tong)體意識教(jiao)育(yu)(yu)的(de)(de)(de)深度(du)與(yu)(yu)(yu)廣度(du)。在(zai)科(ke)(ke)研(yan)育(yu)(yu)人中(zhong)(zhong)(zhong)，教(jiao)師(shi)(shi)與(yu)(yu)(yu)學生進(jin)(jin)一(yi)步(bu)增(zeng)(zeng)(zeng)強(qiang)了(le)中(zhong)(zhong)(zhong)華(hua)(hua)民(min)族共(gong)(gong)同(tong)(tong)(tong)體意識的(de)(de)(de)理(li)(li)論(lun)自信與(yu)(yu)(yu)思(si)維(wei)深度(du)。
其三，在(zai)實(shi)(shi)踐(jian)(jian)(jian)育(yu)人中(zhong)力行。讀萬(wan)卷書，行萬(wan)里路。實(shi)(shi)踐(jian)(jian)(jian)是檢驗真理的(de)(de)唯一標準。高校鑄(zhu)牢中(zhong)華(hua)民(min)(min)族共(gong)同(tong)體(ti)意(yi)識教(jiao)育(yu)，應該將中(zhong)華(hua)民(min)(min)族共(gong)同(tong)體(ti)意(yi)識教(jiao)育(yu)有機(ji)融入(ru)大(da)(da)學(xue)(xue)生(sheng)社會(hui)(hui)實(shi)(shi)踐(jian)(jian)(jian)之(zhi)中(zhong)。在(zai)高校思(si)政課(ke)的(de)(de)實(shi)(shi)踐(jian)(jian)(jian)教(jiao)學(xue)(xue)環節(jie)，在(zai)相(xiang)關課(ke)程(cheng)的(de)(de)實(shi)(shi)訓課(ke)程(cheng)之(zhi)中(zhong)，在(zai)大(da)(da)學(xue)(xue)生(sheng)的(de)(de)暑期社會(hui)(hui)實(shi)(shi)踐(jian)(jian)(jian)之(zhi)中(zhong)，在(zai)大(da)(da)學(xue)(xue)生(sheng)的(de)(de)日(ri)常社會(hui)(hui)實(shi)(shi)踐(jian)(jian)(jian)之(zhi)中(zhong)，都應該科學(xue)(xue)合理的(de)(de)融入(ru)中(zhong)華(hua)民(min)(min)族共(gong)同(tong)體(ti)的(de)(de)相(xiang)關內容。通過社會(hui)(hui)實(shi)(shi)踐(jian)(jian)(jian)，大(da)(da)學(xue)(xue)生(sheng)切(qie)身(shen)感受中(zhong)華(hua)民(min)(min)族共(gong)同(tong)體(ti)意(yi)識教(jiao)育(yu)的(de)(de)正(zheng)確與(yu)必然，進一步堅定中(zhong)華(hua)民(min)(min)族共(gong)同(tong)體(ti)意(yi)識。
其四，在校(xiao)(xiao)園文(wen)(wen)(wen)化(hua)育(yu)人(ren)中浸潤。校(xiao)(xiao)園文(wen)(wen)(wen)化(hua)建設(she)是高校(xiao)(xiao)思(si)想政治工作的重要內容，發揮著重要作用。通過校(xiao)(xiao)園文(wen)(wen)(wen)化(hua)活動、校(xiao)(xiao)史校(xiao)(xiao)情(qing)教育(yu)、校(xiao)(xiao)報(bao)電臺(tai)、學校(xiao)(xiao)網戰與(yu)新媒體(ti)、校(xiao)(xiao)園規(gui)劃與(yu)校(xiao)(xiao)園建筑雕塑、體(ti)育(yu)文(wen)(wen)(wen)化(hua)場館、新聞宣傳、標語條幅等校(xiao)(xiao)園文(wen)(wen)(wen)化(hua)育(yu)人(ren)載體(ti)，在大學生(sheng)(sheng)日常(chang)文(wen)(wen)(wen)化(hua)生(sheng)(sheng)活中，營造氣氛、制造環境、浸潤心理(li)、生(sheng)(sheng)成共(gong)鳴，進(jin)一步增強大學生(sheng)(sheng)的中華(hua)民族共(gong)同(tong)體(ti)的意識與(yu)認同(tong)接受。
通過課程(cheng)育(yu)(yu)(yu)人(ren)(ren)使大(da)學生(sheng)(sheng)(sheng)明理，樹立(li)正確的(de)中(zhong)(zhong)華(hua)民族(zu)共(gong)同(tong)體(ti)意識(shi)(shi)；科研育(yu)(yu)(yu)人(ren)(ren)使大(da)學生(sheng)(sheng)(sheng)增(zeng)信，進(jin)一(yi)步(bu)(bu)堅定了中(zhong)(zhong)華(hua)民族(zu)共(gong)同(tong)體(ti)意識(shi)(shi)的(de)理論自信；在(zai)(zai)實(shi)踐(jian)育(yu)(yu)(yu)人(ren)(ren)的(de)身體(ti)力行中(zhong)(zhong)，大(da)學生(sheng)(sheng)(sheng)知行合一(yi)；校園文化建設浸潤大(da)學生(sheng)(sheng)(sheng)心理，進(jin)一(yi)步(bu)(bu)增(zeng)強大(da)學生(sheng)(sheng)(sheng)的(de)接受與認同(tong)。在(zai)(zai)“全(quan)過程(cheng)育(yu)(yu)(yu)人(ren)(ren)“之(zhi)中(zhong)(zhong)，高(gao)校鑄牢中(zhong)(zhong)華(hua)民族(zu)共(gong)同(tong)體(ti)意識(shi)(shi)教育(yu)(yu)(yu)的(de)深度進(jin)一(yi)步(bu)(bu)增(zeng)強。
三、在“全方位育人”中提升高校鑄牢中華民族共同體意識教育的厚度
習近平總(zong)書記就指出：“鑄牢中(zhong)華(hua)民族(zu)共同體意(yi)(yi)識，既要(yao)做看(kan)得(de)見(jian)、摸得(de)著的(de)工作，也要(yao)做大(da)量‘潤物(wu)細(xi)無聲’的(de)事情”“各項工作都要(yao)往(wang)實里抓(zhua)、往(wang)細(xi)里做，要(yao)有形(xing)、有感、有效”。高校(xiao)鑄牢中(zhong)華(hua)民族(zu)共同體意(yi)(yi)識教育工作應該在(zai)“全方(fang)位育人“下進一步提(ti)升(sheng)。
其一(yi)，在(zai)(zai)管(guan)理(li)(li)提質中(zhong)(zhong)(zhong)育人(ren)。高(gao)校行(xing)政(zheng)管(guan)理(li)(li)人(ren)員和學生(sheng)管(guan)理(li)(li)人(ren)員輔導員，在(zai)(zai)日常行(xing)政(zheng)管(guan)理(li)(li)與學生(sheng)管(guan)理(li)(li)工(gong)作(zuo)之(zhi)(zhi)中(zhong)(zhong)(zhong)，應(ying)該牢固樹立鑄牢中(zhong)(zhong)(zhong)華民族共同體意(yi)識(shi)教育的理(li)(li)念，掌握相關理(li)(li)論知識(shi)與技能。在(zai)(zai)相關政(zheng)策(ce)制(zhi)度的制(zhi)定(ding)與執行(xing)之(zhi)(zhi)中(zhong)(zhong)(zhong)，在(zai)(zai)相關工(gong)作(zuo)的完成(cheng)之(zhi)(zhi)中(zhong)(zhong)(zhong)，在(zai)(zai)相關輿情與危機應(ying)對(dui)處理(li)(li)之(zhi)(zhi)中(zhong)(zhong)(zhong)，提升工(gong)作(zuo)的質量與效果，形成(cheng)良好的反饋與評價。
其二，在服(fu)務增效中育(yu)人(ren)。后勤服(fu)務工作(zuo)的好與(yu)壞直接影響著大學(xue)生(sheng)感受與(yu)認(ren)知，是高校鑄牢中華民族(zu)共(gong)同體教育(yu)工作(zuo)的重(zhong)要(yao)環節。后勤服(fu)務人(ren)員與(yu)機構應該貫徹“服(fu)務育(yu)人(ren)”的理(li)念(nian)，加強(qiang)人(ren)員相(xiang)關培訓，尊重(zhong)各民族(zu)風俗差異，融入各民族(zu)特色服(fu)務，提(ti)升服(fu)務質量與(yu)效果(guo)。
其三，在組(zu)治(zhi)固(gu)基(ji)中(zhong)育人(ren)。班集(ji)體(ti)、黨(dang)團(tuan)組(zu)織(zhi)(zhi)、社團(tuan)是大(da)學(xue)(xue)(xue)(xue)生日常管(guan)理的(de)(de)重要(yao)組(zu)織(zhi)(zhi)，也是對大(da)學(xue)(xue)(xue)(xue)生進行(xing)中(zhong)華(hua)民(min)族(zu)共(gong)同(tong)體(ti)教(jiao)(jiao)育活(huo)(huo)(huo)(huo)動(dong)(dong)的(de)(de)重要(yao)堡壘。在班集(ji)體(ti)活(huo)(huo)(huo)(huo)動(dong)(dong)、黨(dang)團(tuan)活(huo)(huo)(huo)(huo)動(dong)(dong)、社團(tuan)活(huo)(huo)(huo)(huo)動(dong)(dong)這(zhe)些大(da)學(xue)(xue)(xue)(xue)生日常活(huo)(huo)(huo)(huo)動(dong)(dong)的(de)(de)重要(yao)場(chang)域中(zhong)，有機融入(ru)中(zhong)華(hua)民(min)族(zu)共(gong)同(tong)體(ti)意(yi)識(shi)教(jiao)(jiao)育活(huo)(huo)(huo)(huo)動(dong)(dong)，會(hui)使得教(jiao)(jiao)育活(huo)(huo)(huo)(huo)動(dong)(dong)的(de)(de)效(xiao)果(guo)與質量(liang)更為突出(chu)。高校要(yao)充分利用這(zhe)些大(da)學(xue)(xue)(xue)(xue)生的(de)(de)組(zu)織(zhi)(zhi)，加強領導，科學(xue)(xue)(xue)(xue)籌劃(hua)，積極引導，筑本固(gu)基(ji)，增強鑄(zhu)牢中(zhong)華(hua)民(min)族(zu)共(gong)同(tong)體(ti)意(yi)識(shi)教(jiao)(jiao)育的(de)(de)效(xiao)果(guo)。在管(guan)理提質、服務增效(xiao)、組(zu)織(zhi)(zhi)固(gu)基(ji)中(zhong)，發揮(hui)“全(quan)方(fang)位育人(ren)”的(de)(de)優勢，提升高校鑄(zhu)牢中(zhong)華(hua)民(min)族(zu)共(gong)同(tong)體(ti)意(yi)識(shi)教(jiao)(jiao)育工作的(de)(de)厚度。
