The Inheritance and Innovation of Fine Traditional Chinese Culture from the Perspective of “Three-Whole Education”

Fine traditional Chinese culture is the crystallization of the nation’s wisdom, carrying the nation’s spiritual pursuit. Its inheritance and innovation are not only an inevitable requirement for cultural continuity but also an important support for cultivating talent in the New Era. The concept of “whole-staff, whole-process, whole-dimension” education [1]1 “Three-Whole Education” (三全育人) refers to the educational principle of “whole-staff, whole-process, whole-dimension” education, a guiding framework in Chinese higher education policy emphasizing that all staff, all stages of the educational process, and all aspects of campus life should contribute to student development. provides a systematic framework for integrating traditional culture into the modern education system. From this perspective, cultural inheritance is no longer limited to a simple replication of historical knowledge; rather, it requires transforming the core values of traditional culture into educational resources with a more inclusive approach, enabling them to play a deep role in shaping the values of youth and in constructing social spirit. Through a holistic sorting of cultural threads, epochal innovation in modes of expression, and the construction of a multi-dimensional collaborative education mechanism, traditional culture can radiate new vitality in modern education, providing spiritual nourishment for cultivating a new generation with cultural confidence and innovative ability.

中华优秀传统文化是民族智慧的结晶，承载着民族的精神追求，其传承与创新不仅是文化延续的必然要求，更是培育新时代人才的重要支撑。“全员、全过程、全方位”育人理念的提出为传统文化融入现代教育体系提供了系统性框架。在这一视角下，文化传承不再局限于对历史知识的简单复刻，而是需要以更具包容性的思路将传统文化的核心价值转化为育人资源，使其在青年群体价值观塑造、社会精神建设方面发挥深层作用。通过整体性梳理文化脉络、时代化创新表达方式以及多维协同育人机制的构建，传统文化能够在现代教育中焕发新的生机，为培育具有文化自信与创新能力的时代新人提供精神滋养。

Holistic Inheritance: Constructing a Cognitive System of Cultural Roots

整体性传承：构建文化根脉的认知体系

The inheritance of fine traditional Chinese culture must be based on systematic thinking, avoiding tendencies toward fragmentation and superficiality. The systematic construction of cultural inheritance requires following the logical principle of “whole—part—whole,” analyzing the organic connections of specific elements on the basis of grasping the unity of the cultural core. Chinese culture, accumulated over millennia, has formed a unique system of philosophical concepts, ethical norms, and aesthetic principles. These cultural elements do not exist in isolation but constitute a complete value system through interconnected logical relationships. For instance, the idea of “unity of heaven and humanity” [2]2 “Unity of heaven and humanity” (天人合一) is a classical Chinese philosophical concept, particularly associated with Confucianism and Daoism, positing an organic harmony between the natural world and human society. emphasizes a holistic view of the harmonious coexistence between humanity and nature, while the concept of “unity of knowledge and action” [3]3 “Unity of knowledge and action” (知行合一) is a key doctrine of the Ming-dynasty Neo-Confucian philosopher Wang Yangming, arguing that genuine moral knowledge necessarily expresses itself in action. stresses the unity of moral cognition and practical conduct. Together, they embody Chinese culture’s pursuit of both inner spirit and outer behavior. In educational practice, it is necessary to sort out these cultural essences from a holistic perspective and transform them into specific educational content, preventing cultural distortion caused by one-sided interpretation.

中华传统文化的传承需以系统性思维为基础，避免零散化与表面化倾向。文化传承的系统性建构则需要遵循“整体—部分—整体”的逻辑原则，在把握文化内核统一性的基础上解析具体元素的有机联系。中华文化历经千年积淀，形成了独特的哲学观念、伦理准则与审美体系，这些文化元素并非孤立存在，而是通过相互关联的逻辑关系构成完整的价值系统。诸如“天人合一”思想强调人与自然和谐共生的整体观，“知行合一”理念注重道德认知与实践行动的统一性，二者共同体现了中华文化对内在精神与外在行为的追求。在教育实践中，需以整体视角梳理这些文化精髓，将其转化为具体的育人内容，防止因片面解读导致的文化失真。

The inheritance of traditional culture also requires an objective and rational attitude. Every cultural system contains elements that are suited to the times and elements limited by history, requiring us to achieve sublation [4]4 “Sublation” (扬弃) is a standard Chinese Marxist term translating the Hegelian-Marxian concept of *Aufhebung*, meaning to simultaneously negate, preserve, and elevate. through dialectical analysis. The hierarchical order of “ritual” (礼) culture in traditional culture no longer conforms to the principle of equality in modern society, but the ethical norms it advocates, such as respect for others and self-restraint, still have practical significance. This process requires educators to carefully distinguish the essence and shortcomings of traditional culture with a rigorous attitude, neither blindly advocating nor completely rejecting it, but rather providing a solid theoretical foundation for educational practice based on contemporary needs. In this process, educators must focus on refining and transforming the cultural spirit. At the same time, it is also necessary to guard against the dissolution of cultural holism by instrumental rationality; traditional elements cannot be dismantled into fragmented labels, and the principles behind them and their internal connections must be clearly explained. By sorting through classical texts and analyzing the deep logic behind cultural symbols, abstract cultural concepts can be transformed into perceptible and actionable behavioral guidelines. For example, transforming the spirit of “unceasing self-renewal” [5]5 “Unceasing self-renewal” (自强不息) is a phrase from the *Classic of Changes* (Yijing, *Xiang Zhuan* on the first hexagram), often cited as a core virtue of Chinese culture, urging constant effort and self-strengthening. into a driving force for youth striving, and the idea of “harmony in diversity” [6]6 “Harmony in diversity” (和而不同) is a Confucian principle from the *Analects* (13.23), advocating harmonious coexistence while preserving difference, as opposed to forced conformity. into wisdom for handling interpersonal relationships. This transformation must rely on interdisciplinary research, combining theoretical methods from fields such as sociology and pedagogy, to construct an interpretive framework with both historical depth and contemporary tension.

对传统文化的传承还需秉持客观理性的态度。任何文化体系都包含适应时代的部分与历史局限的内容，需要我们在辩证分析中实现扬弃。传统文化中“礼”文化的等级秩序已不符合现代社会的平等原则，但其倡导的尊重他人、自我约束等伦理规范仍具有现实意义，这一过程要求教育者以严谨的态度甄别传统文化中的精华与不足，既不盲目推崇也不全盘否定，而是立足当代需求为育人实践提供扎实的理论基础。在此过程中，教育者需注重文化精神的提炼与转化。同样也需警惕工具理性对文化整体性的消解，不能把传统元素拆解成零碎标签，必须讲清楚它们背后的道理和内在关联。通过梳理经典文献、分析文化符号背后的深层逻辑，将抽象的文化理念转化为可感知、可践行的行为准则。譬如，将“自强不息”的精神转化为青年奋斗的动力，将“和而不同”的思想转化为处理人际关系的智慧，这种转化需依托跨学科研究，结合社会学、教育学等领域的理论方法，构建兼具历史深度与现代张力的阐释框架。

Furthermore, the systematic nature of cultural inheritance must also be reflected in the integration of educational resources. Schools can form a full-chain support from theory to practice by offering general education courses on traditional culture and establishing cultural research bases. At the same time, textbook compilation and teacher training can be strengthened to ensure that teachers can explain cultural knowledge in a simple and profound way when imparting it, avoiding formalism. Only through systematic planning can the inheritance of traditional culture truly integrate into the education system and become an inner support for students’ spiritual growth.

此外，文化传承的系统性还需体现在教育资源的整合上。学校可通过开设传统文化通识课程、建立文化研究基地等方式，形成从理论到实践的全链条支持。同时可以加强教材编写与师资培训，确保教师在传授文化知识时能够深入浅出避免流于形式。只有通过系统性规划，传统文化的传承才能真正融入教育体系，成为学生精神成长的内在支撑。

Epochal Innovation: Activating the Modern Vitality of Traditional Culture

时代化创新：激活传统文化的现代活力

The vitality of traditional culture lies in its dynamic adaptation to the context of the times. Cultural innovation is essentially a creative fusion of traditional values and contemporary demands, requiring the reconstruction of the cognitive system on the basis of preserving the continuity of the cultural core. With changes in social forms and modes of communication, relying solely on traditional carriers can no longer meet the cognitive needs of modern people. The rise of digital technology provides a new path for cultural innovation. The application of digital technology should not be limited to improving communication tools; it must also reshape the way culture is interpreted, building a new value-creation system in the experiential field of the virtual and the real. Through means such as virtual scene reconstruction and multimedia interaction, abstract ideas in historical texts can be made intuitive. Transforming the philosophical insights in ancient texts into situational narratives in short videos, or recreating scenes of ancient life through digital exhibitions, these innovative forms not only lower the threshold for cultural understanding but also enhance the audience’s emotional resonance through immersive experiences.

传统文化的生命力在于其与时代语境的动态适配。文化创新本质是传统价值与现代诉求的创造性融合，须在守护本体连续性的基础上实现认知体系重建。随着社会形态与传播方式的变革，单纯依赖传统载体已经难以满足现代人的认知需求，数字技术的兴起为文化创新提供了新路径。数字技术的运用不应局限于改进传播工具，更要重塑文化解读方式，在虚拟与现实的体验场域中搭建新的价值创造系统。通过虚拟场景重建、多媒体交互等手段，可以让历史典籍中的抽象思想变得直观；将古籍中的哲理转化为短视频中的情景叙事或是通过数字化展览再现古代生活场景，这些创新形式不仅降低了文化理解的门槛，更通过沉浸式体验增强了受众的情感共鸣。

At the value level, innovation must focus on the spiritual points of convergence between traditional culture and modern society. Many challenges facing contemporary society, such as the alienation of interpersonal relationships and the difficulties encountered in ecological protection, can find intellectual resources in traditional culture. For example, the concept of “harmony in diversity” provides wisdom for the coexistence of multiple cultures, and the ecological idea of “following the Dao of nature” [7]7 “Following the Dao of nature” (道法自然) is a central tenet of Daoism from the *Dao De Jing* (Chapter 25), meaning that the Dao (the Way) takes nature as its model, often interpreted as an ecological principle of living in accordance with natural processes. echoes the demands of sustainable development. In educational practice, attention should be paid to transforming such ideas into specific behavioral guidelines. Through classroom discussions, thematic practices, and other means, students should be guided to understand the insights traditional culture offers for real-world problems, thereby forming a transformation from cultural cognition to practical ability. Innovation must also focus on the diversity of cultural expression forms. Traditional arts, folk activities, and the like can be reinterpreted through modern design language, such as integrating traditional patterns into fashion products or interpreting the artistic conception of classical poetry with contemporary musical forms. This kind of innovation is not a departure from tradition but an activation of the cultural core through formal renewal, making traditional culture closer to modern aesthetics and lifestyles. Educational institutions can then collaborate with cultural institutions and creative industries to build cross-sector cooperation platforms, allowing students to feel the vitality of traditional culture through participation.

在价值层面，创新需聚焦传统文化与现代社会的精神契合点。当前社会面临的诸多挑战，如人际关系的疏离、生态保护遇到的困境等，都可以从传统文化中找到思想资源。譬如“和而不同”的理念为多元文化共存提供了智慧，“道法自然”的生态观呼应了可持续发展的诉求。教育实践中，应当注重将这类思想转化为具体的行为指引，通过课堂讨论、主题实践等方式，引导学生理解传统文化对现实问题的启示，从而形成文化认知向实践能力的转化。创新还需关注文化表达形式的多样性。传统艺术、民俗活动等可通过现代设计语言重新演绎，将传统纹样融入时尚产品，用当代音乐形式诠释古诗词意境。这种创新并非对传统的背离，而是通过形式革新激活文化内核，使传统文化更贴近现代审美与生活方式。教育机构则可以联合文化机构、创意产业，搭建跨界合作平台，让学生在参与中感受传统文化的活力。

At the same time, technological empowerment provides a broader stage for cultural dissemination. For example, using artificial intelligence technology to develop traditional culture learning applications, matching students’ interests through personalized recommendation algorithms; leveraging big data to analyze the effects of cultural dissemination and optimize educational strategies. The application of these technological means not only improves the efficiency of cultural dissemination but also provides young people with more flexible learning methods. Therefore, technological innovation must always be guided by the cultural core, avoiding the pitfall of “technology for technology’s sake.” Only by organically combining technological tools with humanistic spirit can the epochal transformation of traditional culture be truly realized.

同时，技术赋能为文化传播提供了更广阔的舞台。譬如，利用人工智能技术开发传统文化学习应用通过个性化推荐算法匹配学生的兴趣点；借助大数据分析文化传播效果，优化教育策略。这些技术手段的应用不仅提升了文化传播效率，也为青年群体提供了更灵活的学习方式。因此，技术创新需始终以文化内核为导向，避免陷入“为技术而技术”的误区，只有将技术工具与人文精神有机结合才能真正实现传统文化的时代化转型。

Multi-Dimensional Collaborative Education: Constructing an Immersive Educational Ecology

多维协同育人：构建浸润式教育生态

The concept of “Three-Whole Education” emphasizes the comprehensive linkage of educational subjects, processes, and fields. The construction of a collaborative education mechanism must break through traditional interaction boundaries, achieving the systematic integration of educational resources through the extension of time and space. In terms of subject collaboration, it is necessary to integrate school, family, and social resources to form a joint educational force. Schools systematically impart cultural knowledge through the curriculum system, families transmit ethical concepts from family traditions and precepts through daily communication, and communities build practice platforms through cultural activities. Each plays its own role while complementing the others, jointly creating a three-dimensional environment for cultural immersion.

“三全育人”理念强调教育主体、过程与场域的全面联动。协同育人机制的构建需突破传统互动边界，通过时空延展实现教育资源系统整合。在主体协同方面，需整合学校、家庭与社会资源，形成育人合力。学校通过课程体系系统传授文化知识，家庭通过日常交流传递家风家训中的伦理观念，社区则借助文化活动搭建实践平台，三者各司其职又相互补充，共同营造文化浸润的立体环境。

The coherence of the educational process is equally crucial: it must advance step by step, and it must also construct a transformation system that moves from cognition to identification and then to practice, so that cultural identification undergoes the entire process from rational cognition through emotional resonance to conscious action. From a student’s enrollment to graduation, each stage of growth should have a corresponding design for cultural education. The initial stage focuses on the popularization of basic knowledge, establishing a cognitive framework through activities such as reading classics and cultural lectures. The intermediate stage emphasizes the cultivation of critical thinking ability, guiding students to dialectically analyze the contemporary significance of traditional culture. The advanced stage stresses innovative practice, encouraging students to participate in activities such as cultural creativity and social research. This progressive design not only ensures the continuity of education but also realizes the progression from knowledge accumulation to capacity enhancement. The expansion of educational spaces is also a key link. In addition to classroom teaching, cultural landscapes in the campus environment, practical activities of student clubs, and interactive exchanges on online platforms can all serve as vehicles for cultural dissemination. Integrating elements of traditional art into campus architecture, organizing experiences of traditional crafts in club activities — these informal educational scenes can often exert a subtle and transformative influence, enabling students to naturally absorb cultural edification in life-like settings and form a deeper level of value identification. The improvement of the evaluation system is likewise an important safeguard for collaborative education. Traditional examination-based evaluation is difficult to comprehensively measure the effects of cultural education; it is necessary to introduce a diversified evaluation mechanism. This can be done by recording students’ practical achievements through project-based learning, assessing their innovation ability through displays of cultural works, and testing the degree of value internalization based on feedback from social services. This evaluation method is not only closer to the goals of education but can also stimulate students’ initiative in participating in cultural inheritance.

教育过程的连贯性同样至关重要，既要循序渐进推进，更要构建从认知到认同再到践行的转化体系，使文化认同经历从理性认知到情感共鸣直至自觉行动的全过程。从学生入学到毕业，每个成长阶段都应有对应的文化教育设计，初级阶段侧重基础知识的普及，通过经典诵读、文化讲座等形式建立认知框架；中级阶段注重思辨能力培养，引导学生辩证分析传统文化的现实意义；高级阶段则强调创新实践，鼓励学生参与文化创意、社会调研等活动。这种渐进式设计不仅保证了教育的连续性，也实现了从知识积累到能力提升的递进。教育场域的拓展也是关键环节。除了课堂教学，校园环境中的文化景观、学生社团的实践活动、网络平台的互动交流等，都能成为文化传播的载体。在校园建筑中融入传统艺术元素，在社团活动中组织传统技艺体验，这些非正式教育场景往往能产生潜移默化的影响，使学生在生活化场景中自然接受文化熏陶，形成更深层次的价值认同。评价体系的完善同样是协同育人的重要保障。传统的考试评价难以全面衡量文化育人的效果，需引入多元评价机制，可以通过项目制学习记录学生的实践成果，通过文化作品展示评估创新能力，根据社会服务反馈检验价值内化程度，这种评价方式不仅更贴近育人目标，也能激发学生参与文化传承的主动性。

At the level of resource integration, the government, schools, and social institutions need to establish a long-term cooperation mechanism. The government can promote the entry of traditional culture into campuses through policy support; enterprises can provide funding and technology to assist cultural innovation projects; public welfare organizations can build volunteer service platforms. Through multi-party collaboration, an educational pattern of “resource sharing, responsibility sharing, and achievement co-creation” is formed, so that the inheritance of traditional culture truly becomes a systemic project involving the whole society.

在资源整合层面，政府、学校与社会机构需建立长效合作机制。政府可通过政策支持推动传统文化进校园，企业可提供资金与技术助力文化创新项目，公益组织可搭建志愿服务平台，通过多方协作，形成“资源共享、责任共担、成果共创”的育人格局，使传统文化的传承真正成为全社会共同参与的系统工程。

The inheritance and innovation of fine traditional Chinese culture is, in essence, the continuation and reinvention of cultural vitality. The contemporary transformation of traditional culture education is, in essence, a process of reproducing cultural subjectivity, which requires maintaining a balance between historical depth and contemporary influence. Within the framework of “Three-Whole Education,” this process requires sorting out cultural lineages with holistic thinking, connecting tradition and modernity with innovative means, integrating educational resources with a collaborative mechanism. Through the depth of theoretical interpretation, the breadth of practical transformation, and the intensity of educational penetration, traditional culture can break through the limitations of time and space and truly integrate into the spiritual world of contemporary youth.

中华优秀传统文化的传承与创新，本质上是文化生命力的延续与再造，传统文化教育的当代转化，本质上是文化主体性的再生产过程，需要在历史的深度与现实的影响之间保持平衡。在“三全育人”框架下，这一过程需要以整体性思维梳理文化脉络，以创新性手段连接传统与现代，以协同化机制整合教育资源，通过理论阐释的深度、实践转化的广度与教育渗透的力度，传统文化得以突破时空局限真正融入当代青年的精神世界。

Facing the opportunities and challenges of the New Era, educators should, with a broader vision and a more pragmatic attitude, actively explore innovative paths while holding fast to the cultural roots. Schools need to incorporate traditional culture education into the core objectives of talent cultivation; families need to transmit cultural values through role modeling; society needs to create a cultural atmosphere that respects tradition and encourages innovation. Only in this way can traditional culture radiate lasting vitality in educational practice, injecting a steady stream of vitality and dynamism into building the common spiritual home of the Chinese nation and promoting the progress of social civilization. By establishing a linkage mechanism of “core positioning — innovative methods — system reconstruction,” traditional culture can break through generational and regional limitations, achieving a cognitive elevation from cultural consciousness to cultural confidence in educational practice. In the future, with the deepening of educational concepts and the iteration of technological means, fine traditional Chinese culture will surely play an irreplaceable role in the historical process of cultivating new generations for the era and shaping the national character, in a form more imbued with the spirit of the times.

面对新时代的机遇与挑战，教育工作者应当以更开阔的视野、更务实的态度，在坚守文化根脉的同时积极探索创新路径。学校需要将传统文化教育纳入人才培养的核心目标，家庭需要以身作则传递文化价值观，社会需营造尊重传统、鼓励创新的文化氛围。只有如此，传统文化才能在育人实践中焕发持久活力，为构建中华民族共有精神家园、推动社会文明进步注入源源不断的生机与活力。通过建立“核心定位—创新方法—重建体系”的联动机制，让传统文化打破代际和地域限制，在育人实践中实现从文化自觉到文化自信的认知提升。未来，随着教育理念的深化与技术手段的迭代，中华优秀传统文化必将以更富时代感的姿态在培育时代新人、塑造民族品格的历史进程中发挥不可替代的作用。

[This article is a research result of the National Social Science Fund Youth Project “Research on the Creative Transformation of Core Socialist Values to Chinese Traditional Culture” (20CKS030); the Xinjiang Uygur Autonomous Region Ideological Security Collaborative Innovation Center Construction Project “Research on the Path of Forging the Sense of Community for the Chinese Nation among Xinjiang Youth in the New Era” (XJEDU2024J157); and the Xinjiang Normal University Party Building Research Project “The Theoretical Foundation and Path Analysis of Forging the Sense of Community for the Chinese Nation among Xinjiang Youth in a Tangible, Perceptible, and Effective Manner” (XJNUEDU2024001).]

【本文系国家社会科学基金青年项目“社会主义核心价值观对中国传统文化的创造性转化研究”（20CKS030）；新疆维吾尔自治区意识形态安全协同创新中心建设类项目“新时代深入推进新疆青少年铸牢中华民族共同体意识路径研究”（XJEDU2024J157）；新疆师范大学党建研究课题“有形有感有效铸牢新疆青少年中华民族共同体意识的理论基底与路径探析”（XJNUEDU2024001）研究成果】

(Authors: Zhang Wei, Lecturer at the School of Marxism, Xinjiang Normal University; Yang Haiping, Professor at the School of Marxism, Xinjiang University of Finance and Economics.)

（作者：张微，新疆师范大学马克思主义学院讲师；杨海萍，新疆财经大学马克思主义学院教授）

Online Editor: Tongxin

网络编辑：同心