Core Perspective - The article emphasizes the transformation of mental health education in higher education from a remedial approach to a comprehensive developmental model, focusing on the needs of students with developmental psychological issues rather than solely on those with psychological disorders [1][2]. Group 1: Educational Framework - The "Five Educations" model provides a value orientation and practical framework for mental health education, promoting a new educational ecosystem that integrates moral, intellectual, physical, aesthetic, and labor education [1][4]. - The shift towards a positive educational approach is guided by the "Five Educations," which transforms traditional problem-oriented mental health education into a proactive developmental model [1][2]. Group 2: Multi-Dimensional Platforms - The article highlights the necessity of creating a multi-dimensional educational platform that merges virtual and real-world interactions, essential for the development of Generation Z, who are deeply integrated with the internet [2]. - It suggests breaking down disciplinary barriers to integrate mental health education with various curricula, enhancing value-driven education through implicit courses [2]. Group 3: Systematic Intervention Practices - A three-tiered intervention model—prevention, development, and remediation—is proposed under the "Five Educations" framework, emphasizing the importance of tailored implementation strategies [3]. - The article discusses the role of moral education in enhancing psychological resilience and the significance of emotional management through aesthetic education [3]. Group 4: Deep Logic of Integration - The integration of the "Five Educations" into mental health education aims to reconstruct the motivational mechanisms of psychological development, focusing on collaborative effects across five dimensions: value guidance, cognitive enhancement, physical regulation, emotional purification, and willpower strengthening [4]. - The article calls for further research into the collaborative mechanisms of the "Five Educations" and the establishment of dynamic monitoring and evaluation systems to translate theoretical constructs into practical effectiveness [4].

今年春季学期以来，武汉市在落实体育课的前提下，全市推进初中、小学每节课由45分钟调整为40分 钟，对每天8节课"多"出来的40分钟进行了重新分配：大课间由25-30分钟延长到40分钟，成为进入课表 的体育娱乐"超级大课间"，剩下的25-30分钟则用于下午课后运动或课后托管兴趣活动。 此前，我国有部分地区，采取总教学时长不变，统筹调整课间时间安排的方式，把小课间10分钟调整为 课间15分钟，让学生可享有属于自己的课间。而武汉的做法，则是缩短总教学时长，把"多出来"的时 间，用于延长大课间，让学校有更充足的时间，组织学生开展富有特色的大课间活动。 这一做法能行得通，意味着原来一节课45分钟，完全可以调整为40分钟，没有必要"满堂灌"，更没有必 要"拖堂"。因此，延长课间时间，也"倒逼"教师进行课堂教学改革，这是比延长大课间更值得关注的。 课堂教学提质增效，不但关系到课间调整能否坚持下去，也影响到给学生整体减负。 在总教学时长不变（课时数与每节课时间不变）的情况下，对课间时间进行统筹，把小课间延长为15分 钟，这一"微调"的难度并不大。而把每节课的时间减少5分钟，则面临实实在在的阻力。学科教学内容 不减少，缩短每节 ...

Group 1 - The core viewpoint emphasizes the shift in educational values from "academic performance first" to "health first," with a reported decrease of nearly 1 percentage point in the near-sightedness rate among primary and secondary school students in Wuhan [1] - The Wuhan Education Bureau is implementing a pilot program in 100 schools to evaluate school principals based on students' physical health and mental well-being, rather than academic scores, promoting a holistic approach to education [1][2] - The initiative aims to address the rapid societal changes affecting youth mental health, with a focus on collaborative efforts among schools, families, and communities to support students' overall development [1][2] Group 2 - The establishment of the Changjiang Heart Education Base, a collaborative platform involving government, media, and experts, aims to enhance family education and provide psychological resources for parents and children [2] - The base has launched 13 seasons of public live classes and produced 354 video programs, documenting educational stories from ordinary families to alleviate educational anxiety [2] - Future plans include the development of systematic psychological courses based on positive psychology for local schools, along with a comprehensive support mechanism for students [2][3]

Core Viewpoint - The recent educational reforms in China emphasize the importance of physical education in schools, mandating one physical education class and two hours of comprehensive sports activities daily to address youth health issues and enhance overall educational quality [1][2]. Group 1: Policy Implementation - Various local education departments have introduced policies to ensure the implementation of daily physical education classes and sports activities, with Beijing's "Eight Sports Policies" and Yunnan's "Zhuangmiao Action" as notable examples [1]. - The initiative aims to combat the negative impacts of exam-oriented education, which has led to a decline in physical education, contributing to health issues among students [1][2]. Group 2: Educational Philosophy - The reforms align with the educational philosophy that values physical education as a critical component of holistic development, supporting the notion that physical health is foundational to overall education [1]. - Historical figures have emphasized the significance of physical education in character development and personal growth, reinforcing its role in shaping well-rounded individuals [1]. Group 3: Challenges and Innovations - Schools face challenges such as a shortage of qualified physical education teachers and inadequate sports facilities, prompting innovative solutions like allowing teachers with sports expertise to teach physical education and expanding school grounds for sports activities [2]. - The introduction of technology, such as AI-driven sports tools, aims to enhance the quality and engagement of physical education, ensuring that the two-hour requirement is not merely filled with monotonous activities [2]. Group 4: Future Outlook - The reforms are seen as a step towards fostering a culture of lifelong physical activity among youth, which is essential for their long-term health and well-being, despite potential short-term impacts on academic workloads [2].

"五育并举"创新体育教育模式 □ 李响 随着我国高等教育体系的不断完善和社会对高素质人才需求的增长，高校体育教育的角色和功能正 在发生深刻变化。"五育并举"教育理念强调德育、智育、体育、美育和劳育的全面发展。在体教融合的 背景下，如何推进高校体育教育模式的创新，使之更好地服务于学生的全面发展，成为值得深入探讨的 问题。 融合"五育"理念， 推动体育教育发展 为了更好落实"五育并举"的教育理念，高校体育教育需要将德育、智育、美育、劳育融入体育活动 中，以推动体育教育的全面发展。其一，德育融入。在体育竞赛中，强调尊重对手、遵守规则的重要 性，让学生在实践中学会尊重他人、诚信比赛，从而培养良好的道德品质和社会责任感。其二，智育融 入。在体育课程中，不仅注重体能训练，还要结合体育项目教授运动生理学、运动心理学等相关知识， 提高学生的理论素养，让学生了解运动对人体的影响、运动损伤的预防与处理等知识，从而增强学生的 科学素养和自我保护意识。其三，美育融入。在教学中引入艺术体操、体育舞蹈等课程，通过舞蹈动作 的美感和音乐的节奏感培养学生的审美鉴赏能力，增强学生的艺术修养。其四，劳育融入。鼓励学生参 与体育设施的维护、体育赛 ...