教育的目的在于立德树人，而学校的学习，应该充满趣味、人文关怀和生命意义。一些学校、机构和个人正尝试用新的教育理念改变教育现状。这既包含主流教育的一些内部创新变革，也包含一些观念和途径不同的非主流教育探索。其中全人教育因倡导“人的完整发展”的理念，引起我国学界和学校的关注。在基础教育阶段，目前有些新建学校或教育机构正以该理论探索新的教育变革。

尽管全人教育理论有其深厚的渊源和明确诉求，但它并没有形成一套统一的操作程序或方法，因此给实践者带来很大的困扰。全人教育理念如何与中国文化和社会交融？学校机制如何变革才能开展全人教育？这是我在本研究中想要回答的问题。

本书从学校教育探索的视角去分析全人教育在中国的实践，以期获得对全人教育的深刻理解。本书之所以选取国民小学、蒙新小学和新苗书院三所学校（含书院）为研究对象，是因为三所学校都宣称以全人教育理念探索育人和发展的新路径。三所学校在体制和环境的宏观因素以及办学理念、组织结构、课程设置、教学方法、教师发展、学生成长和评价等微观因素方面呈现出较大的异质性和典型性，通过研究它们可以考察当前中国全人教育探索的成就与不足，并凭此展望未来教育探索的方向。

本书呈现的研究报告是以笔者的博士学位论文为基础的。该研究持续两年在三所学校推进，进行了大量人类学意义上的田野调查。研究主要采用观察、访谈和实物收集等方式进行个案研究，边收集资料边进行资料分类、编码和分析，归纳个案学校的类型特点，建构特定文化背景下的全人教育发展理论。最后，通过跨个案分析，对三所学校全人教育探索的路径进行综合比较、分析，得出当代中国全人教育探索的三条路径结论。整个研究采用质性研究方法，借鉴了人类学（民族志）、现象学、扎根理论等研究范式（但没有拘泥于某一种范式），尤其是扎根理论缜密的编码程序给予研究分析强大的说服力。

依据资料分析得出的“理念”“教学”“师生”“中介工具”四个核心类属，为分析三所学校的实践路径提供了基本框架。在此基础上，本研究形成了“理念为先的快乐教育”“文化奠基的全纳教育”和“智慧传道的经典教育”等三个当代中国全人教育的路径和模式。

The purpose of education is to cultivate morality and cultivate people, and school learning should be full of fun, humanistic care and meaning of life. Some schools, institutions and individuals are trying to change the status quo of education with new educational concepts. This includes not only some internal innovations and changes in mainstream education, but also some non-mainstream education explorations with different concepts and approaches. Among them, whole-person education has attracted the attention of Chinese academics and schools because of its advocacy of the concept of "complete human development". At the basic education stage, some new schools or educational institutions are currently exploring new educational changes based on this theory. Although the theory of whole-person education has its deep roots and clear appeals, it has not formed a unified set of operating procedures or methods, so it has brought great trouble to practitioners. How does the concept of whole-person education blend in with Chinese culture and society? How can school mechanisms change to enable whole-person education? This is the question I want to answer in this study. This book analyzes the practice of whole-person education in China from the perspective of school education exploration, in order to gain a deep understanding of whole-person education. The reason why this book selects three schools (including academies) of National Primary School, Mengxin Primary School and Xinmiao Academy as research objects is because all three schools claim to explore new paths of education and development with the concept of whole-person education. The three schools show great heterogeneity and typicality in terms of macro factors of system and environment, as well as micro factors such as school philosophy, organizational structure, curriculum design, teaching methods, teacher development, student growth and evaluation, etc., and through research, they can examine the achievements and shortcomings of the current exploration of whole-person education in China, and look forward to the direction of future educational exploration. The research report presented in this book is based on my doctoral dissertation. The study lasted two years and was advanced in three schools, with extensive fieldwork in the anthropological sense. The research mainly adopts observation, interview and physical collection to conduct case studies, classify data, code and analyze data while collecting data, summarize the types and characteristics of case schools, and construct the development theory of whole-person education in a specific cultural context. Finally, through cross-case analysis, the paths explored by whole-person education in the three schools are comprehensively compared and analyzed, and the conclusions of the three paths of whole-person education exploration in contemporary China are obtained. The whole research adopts qualitative research methods, borrowing from anthropology (ethnography), phenomenology, rooted theory and other research paradigms (but not limited to a certain paradigm), especially the well-rooted theoretical coding program to give research analysis a strong persuasive power. The four core categories of "concept", "teaching", "teacher and student" and "intermediary tool" obtained from the data analysis provide a basic framework for analyzing the practice paths of the three schools. On this basis, this study has formed three paths and models of contemporary Chinese whole-person education, namely "Happy Education with Concept First", "Inclusive Education with Cultural Foundation" and "Classic Education with Wisdom Preaching".（AI翻译）