校园文化建设案例.doc

校园文化建设案例
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. 四个维度中，不断丰富“朴素教育”主题文化的内涵，并统领全校工作。另一方面，丰富“朴素教育”核心文化的实践。学校通过多种载体、多种活动，全方位、多角度地实践学校核心文化。形成了以人为本的管理文化，举止文雅、行为儒雅、品格高雅的“三雅”行为文化；民主、和谐、高效的课堂文化；多元并举的课程文化、整洁优雅的环境文化，真正做到了时时有文化、处处有文化、事事有文化。
二、系统构建“朴素教育”核心文化体系。
学校从包中文化、包中精神、包中形象、包中表达四个维度不断丰富“朴素教育”主题文化的内涵。
（一）、包中文化
以“笃信好学、作之不止”为校训、以“见素抱朴、蒙以养正
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distance for a,, to b vertical box distance for b, list can measured
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distan