基于“三全育人”与“四自教育”融通的高职育人机制研究

Research on the Integration of “Three-Comprehensive Education” and “Four-Self Education” Mechanisms in Higher Vocational Education

The concept of “Three-Comprehensive Education” aims to involve all personnel, including teachers, counselors, and administrative staff, in the entire educational process from admission to graduation. It covers all aspects of education, including academic, ideological, and psychological dimensions, to cultivate well-rounded socialist builders and successors with moral, intellectual, physical, aesthetic, and labor development.“Four-Self Education” emphasizes cultivating students’ autonomous abilities, including self-education, self-management, self-service, and self-supervision, aiming to enhance students’ self-discipline and sense of social responsibility. This study selects students from the Modern Domestic Service and Management program at Hainan Health Management Vocational and Technical College as a case study. By combining theory and practice, the study deeply analyzes students’ performance and feedback in the environment of “Three-Comprehensive Education” and “Four-Self Education”. The research shows that the integration of “Three-Comprehensive Education” and “Four-Self Education” effectively improves students’ autonomous learning ability, self-management ability, and sense of social responsibility, comprehensively promoting their overall quality development. Based on the above research results, this paper proposes specific construction plans and implementation paths for the education mechanisms in vocational colleges. These measures not only provide theoretical support and practical guidance for the educational reform of vocational colleges but also offer valuable experiences and references for the educational work of other types of institutions.

“三全育人”理念旨在通过教师、辅导员、行政人员等全员参与，覆盖学生从入学到毕业的全过程，涵盖学术、思想、心理等全方位的教育，以培养德智体美劳全面发展的社会主义建设者和接班人。“四自教育”强调培养学生的自主能力，包括自我教育、自我管理、自我服务和自我监督，旨在提升学生的自律意识和社会责任感。本研究选取海南健康管理职业技术学院现代家政服务与管理专业学生为案例，采用了理论与实践结合的方法，深入分析了学生在“三全育人”和“四自教育”环境下的表现和反馈。研究显示，融合“三全育人”和“四自教育”有效提升了学生的自主学习能力、自我管理能力和社会责任感，全面促进了他们的综合素质发展。基于以上研究成果，本文提出了高职院校育人机制的具体构建方案和实施路径，期望这些举措不仅能为高职院校的教育教学改革提供理论支持和实践指导，也能为其他类型院校的育人工作提供可资借鉴的经验。