上海(hai)市(shi)(shi)吳(wu)淞中(zhong)學(xue)(xue)(xue)(xue)(xue)是具(ju)有深厚(hou)歷史底蘊的上海(hai)市(shi)(shi)實(shi)驗性(xing)(xing)示(shi)(shi)范性(xing)(xing)高(gao)中(zhong)。學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)延續(xu)了1906年(nian)創(chuang)建(jian)的中(zhong)國公(gong)學(xue)(xue)(xue)(xue)(xue)附設吳(wu)淞中(zhong)學(xue)(xue)(xue)(xue)(xue)的辦學(xue)(xue)(xue)(xue)(xue)文脈(mo),由著(zhu)名教(jiao)育家袁希(xi)濤(tao)先生(sheng)創(chuang)建(jian)于1924年(nian)。學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)辦學(xue)(xue)(xue)(xue)(xue)初衷:“與列強共(gong)競生(sheng)存,以謀造救時(shi)之才”。以舒新城先生(sheng)為代(dai)表的學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)教(jiao)師(shi)(shi)在中(zhong)國公(gong)學(xue)(xue)(xue)(xue)(xue)附設吳(wu)淞中(zhong)學(xue)(xue)(xue)(xue)(xue)率先開展了“道爾頓制”實(shi)驗。“道爾頓制”與傳統(tong)(tong)教(jiao)育較(jiao)大的區別(bie)在于它廢除了年(nian)級(ji)制和(he)由教(jiao)師(shi)(shi)系統(tong)(tong)講(jiang)授(shou)(shou)的班級(ji)授(shou)(shou)課(ke)制,代(dai)之以教(jiao)師(shi)(shi)指導下(xia)的學(xue)(xue)(xue)(xue)(xue)生(sheng)自學(xue)(xue)(xue)(xue)(xue)。1928年(nian),學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)掛名“上海(hai)市(shi)(shi)立(li)吳(wu)淞中(zhong)學(xue)(xue)(xue)(xue)(xue)”,1935年(nian)取(qu)得全市(shi)(shi)統(tong)(tong)考第一名,并一直保持滬(hu)上名校(xiao)(xiao)的業績。2007年(nian)7月,被批準為“上海(hai)市(shi)(shi)實(shi)驗性(xing)(xing)示(shi)(shi)范性(xing)(xing)高(gao)中(zhong)”。
建國(guo)后,著名革命教育家王一知(zhi)同志、著名數學(xue)家朱(zhu)鳳豪先生曾任學(xue)校校長。吳淞中(zhong)學(xue)校友(you)中(zhong)有很多優(you)秀(xiu)人(ren)才,如(ru)中(zhong)國(guo)工程院(yuan)楊裕生院(yuan)士(shi)(shi)(shi),王思敬(jing)院(yuan)士(shi)(shi)(shi),王威琪院(yuan)士(shi)(shi)(shi)等,以及其他在各(ge)(ge)行各(ge)(ge)業做出貢獻的杰出人(ren)士(shi)(shi)(shi)。
學校地處國(guo)門要(yao)塞長江吳(wu)淞口,曾經兩遭淞滬抗戰,軍民頑強抗爭,蘊藏著豐富(fu)的(de)(de)教育素材。祖(zu)國(guo)情感(gan)融入師生血液之中(zhong),師生肩負(fu)國(guo)家興亡匹夫有責的(de)(de)使(shi)命,這是吳(wu)淞學子(zi)篤志好學、修身立業(ye)的(de)(de)持久(jiu)內驅力。
2015年,學校著(zhu)(zhu)手(shou)制(zhi)定新一輪(lun)的(de)(de)(de)五年發展規劃(2015-2020),提出了把(ba)吳淞中學建設(she)成為“歷史(shi)底蘊深厚、時代特征鮮(xian)明、辦(ban)學特色顯著(zhu)(zhu)”精品學校的(de)(de)(de)辦(ban)學目標。近幾年來,學校不(bu)斷發展超越,形成了“盡吾身之責,為民族之光”的(de)(de)(de)辦(ban)學理念。學校秉承道(dao)爾頓(dun)(dun)(dun)制(zhi)“自由(you)·合作·計劃”的(de)(de)(de)教(jiao)育(yu)改革精神,構建了“新道(dao)爾頓(dun)(dun)(dun)課(ke)程(cheng)(cheng)體系”、探索(suo)課(ke)程(cheng)(cheng)運作與課(ke)堂(tang)教(jiao)學模式的(de)(de)(de)變革,建立了“道(dao)爾頓(dun)(dun)(dun)工坊”“觀(guan)瀾書院”等人(ren)文、科技類創(chuang)新實驗(yan)室群,讓(rang)學生(sheng)享受全面(mian)而個性發展的(de)(de)(de)教(jiao)育(yu)。
發掘學校深厚的文化(hua)底蘊,結(jie)合(he)學校的辦學使(shi)命(ming)和追(zhui)求,把吳淞中學新(xin)時期的核心辦學理念(nian)概括為:盡吾(wu)身之責,為民族之光(guang)。
“盡吾身(shen)之責”:全(quan)體(ti)教職員工和學(xue)(xue)生要(yao)秉承吳淞(song)中(zhong)學(xue)(xue)的(de)(de)堅苦卓(zhuo)絕(jue)的(de)(de)校訓教育,發(fa)揚吳淞(song)中(zhong)學(xue)(xue)敢為(wei)人(ren)先,勇于創(chuang)新的(de)(de)辦學(xue)(xue)風(feng)格,以(yi)學(xue)(xue)校發(fa)展為(wei)己任,攻堅克難,不懼艱辛,形成一種“勇于擔當(dang)、敢于盡責”的(de)(de)教育氛圍,繼續深入推進(jin)教育改革,創(chuang)新教育方法,開展教育實驗,探(tan)索教育規律,實現教師(shi)和學(xue)(xue)生的(de)(de)全(quan)面協(xie)調發(fa)展。
“為(wei)(wei)民族之光”:繼(ji)承吳淞中學愛國(guo)教育的(de)(de)優良傳統(tong),加強道德教育,以(yi)優秀校友“今日校園學子,明日國(guo)家(jia)棟(dong)梁(liang)”的(de)(de)求學精神(shen)為(wei)(wei)榜(bang)樣,志存高遠(yuan),刻苦學習,積(ji)極投身社會(hui)實(shi)踐,為(wei)(wei)民族發(fa)展和祖國(guo)繁(fan)榮昌盛奉獻(xian)自(zi)己的(de)(de)力(li)量。
吳(wu)淞(song)(song)中(zhong)(zhong)學(xue)(xue)(xue)(xue)秉持學(xue)(xue)(xue)(xue)生終身發展為本(ben)的理念,嚴格(ge)按照《上海市普通中(zhong)(zhong)小學(xue)(xue)(xue)(xue)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)方(fang)案》開齊、開足課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng),校本(ben)化(hua)實(shi)施“基礎型(xing)(xing)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)”、“拓展型(xing)(xing)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)”和“研究型(xing)(xing)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)”,形成了與辦學(xue)(xue)(xue)(xue)理念相匹配(pei)的“吳(wu)淞(song)(song)中(zhong)(zhong)學(xue)(xue)(xue)(xue)新道爾(er)頓特色(se)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)體(ti)(ti)系”和“普修(xiu)”“精修(xiu)”“專修(xiu)”的課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)施模式,深入推(tui)進“體(ti)(ti)育(yu)專項化(hua)·科(ke)技(ji)藝(yi)術(shu)個(ge)(ge)性(xing)(xing)(xing)化(hua)”特色(se)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)建(jian)設(she),有(you)效提升學(xue)(xue)(xue)(xue)生綜合素質(zhi)。經過近4年的實(shi)踐(jian)與探索,吳(wu)淞(song)(song)中(zhong)(zhong)學(xue)(xue)(xue)(xue)學(xue)(xue)(xue)(xue)校課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)基本(ben)具備了完整性(xing)(xing)(xing)、豐富(fu)性(xing)(xing)(xing)和可選擇性(xing)(xing)(xing)等特征,初步(bu)建(jian)立了基于實(shi)證(zheng)的完善(shan)學(xue)(xue)(xue)(xue)校課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)計劃機制,能(neng)(neng)滿足全體(ti)(ti)學(xue)(xue)(xue)(xue)生6選3的選擇需求,滿足學(xue)(xue)(xue)(xue)生的個(ge)(ge)性(xing)(xing)(xing)發展需求。學(xue)(xue)(xue)(xue)校提出“讓每一(yi)(yi)位學(xue)(xue)(xue)(xue)生都(dou)要有(you)一(yi)(yi)次科(ke)學(xue)(xue)(xue)(xue)研究的經歷(li)”,“讓每一(yi)(yi)位學(xue)(xue)(xue)(xue)生都(dou)要掌握一(yi)(yi)項終身受(shou)益的運動技(ji)能(neng)(neng)”,“讓每一(yi)(yi)位學(xue)(xue)(xue)(xue)生都(dou)要能(neng)(neng)深入領(ling)略一(yi)(yi)門高雅藝(yi)術(shu)”的校本(ben)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)建(jian)設(she)目標(biao),實(shi)踐(jian)、體(ti)(ti)驗類課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)在校本(ben)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)中(zhong)(zhong)的比例占83%。
學(xue)(xue)(xue)(xue)校(xiao)連(lian)續十(shi)三次榮(rong)獲上(shang)(shang)(shang)海(hai)市(shi)文(wen)明單(dan)位(wei)稱號、榮(rong)獲第(di)一(yi)(yi)批全國學(xue)(xue)(xue)(xue)校(xiao)體(ti)育(yu)(yu)工作示(shi)范(fan)(fan)學(xue)(xue)(xue)(xue)校(xiao)、第(di)一(yi)(yi)批全國國防教(jiao)(jiao)育(yu)(yu)示(shi)范(fan)(fan)學(xue)(xue)(xue)(xue)校(xiao)、全國創新教(jiao)(jiao)育(yu)(yu)特色學(xue)(xue)(xue)(xue)校(xiao)、上(shang)(shang)(shang)海(hai)市(shi)依法治校(xiao)示(shi)范(fan)(fan)單(dan)位(wei)、上(shang)(shang)(shang)海(hai)市(shi)科技(ji)教(jiao)(jiao)育(yu)(yu)示(shi)范(fan)(fan)校(xiao)、上(shang)(shang)(shang)海(hai)市(shi)藝術(shu)教(jiao)(jiao)育(yu)(yu)特色學(xue)(xue)(xue)(xue)校(xiao)、上(shang)(shang)(shang)海(hai)市(shi)級體(ti)育(yu)(yu)傳統項(xiang)(xiang)目(mu)學(xue)(xue)(xue)(xue)校(xiao)等榮(rong)譽稱號。被上(shang)(shang)(shang)海(hai)市(shi)教(jiao)(jiao)育(yu)(yu)綜合改(gai)革(ge)辦公(gong)室和市(shi)教(jiao)(jiao)委評為“上(shang)(shang)(shang)海(hai)市(shi)教(jiao)(jiao)育(yu)(yu)綜合改(gai)革(ge)典(dian)型案例”,2017年(nian)上(shang)(shang)(shang)海(hai)市(shi)基礎(chu)教(jiao)(jiao)學(xue)(xue)(xue)(xue)成果(guo)獎評選榮(rong)獲兩項(xiang)(xiang)一(yi)(yi)等獎、一(yi)(yi)項(xiang)(xiang)二等獎。