长久以来，我国教育体系一直秉承德智体美劳全面培养的教育理念，致力于培养具有高尚道德情操、扎实知识基础、健康体魄、审美情趣和劳动技能的社会主义建设者和接班人。在这一过程中，我国政府展现出了卓越的远见和坚定的决心，通过一系列创新的政策和措施，为青少年的全面发展提供了坚实的保障。尽管学校在保障德智体美劳全面培养的实践过程中做出了积极努力，但在师资力量、教育经费、设施设备和学校治理体系建设等方面依然存在一些问题。

因此，报告通过系统梳理德智体美劳全面培养和国内外学校保障体系的有关研究，形成了以学校内外部保障为基础的研究框架。研究聚焦于我国各地各级学校在德智体美劳全面培养教育方针的实践过程中因保障体系不完善而引发的教育问题。以现实困境为基础，为进一步优化和完善有关保障体系提供实证支持和建议。研究采用混合研究范式，对全国（不含港澳台地区）885名中小学校长、3765名教师、13848名学生和11548名家长进行了问卷调查。在此基础之上，又选取了40位校长、200位教师、220位学生、100位家长以及33位地方教育部门负责人进行了访谈，揭示了当前落实德智体美劳全面培养的实践中，学校保障体系存在哪些不足。

在对学校校长、教师、学生、家长和教育部门负责人的调查结果进行分析和整理后，可以将学校当前面临的问题归纳为一下几点：第一，由于教育有关保障体系对德智体美劳全面培养的价值观念宣传和引导不足，其内涵理解被“窄化”，导致学校培养内容和形式单一化，同时，难以形成群众基础；第二，政策与法规的指导和要求不够明确，责权边界模糊，一些保障措施无法落地，甚至部分地区的体育、美育和劳育等有关课程仍有无法开足开齐的现象；第三，学校在传授基础知识和技能方面虽有成就，但在内容拓展和思维培养上存在明显不足，特别是学生的批判意识和创新精神方面缺乏引领；第四，一些学校存在教师结构性短缺、设施设备陈旧、经费投入的不均衡等问题，无法保障学生的学习成效，甚至还会出现安全隐患；第五，家校社合作形式单一，大部分学校缺少多元参与机制，而且校外行政干预过度，学校自主办学受限。

为应对这些问题，本研究提出以下建议：首先，增强社会对德智体美劳全面培养的认识，提升公众对教育质量重要性的理解，为全面培养的开展与实施提供坚实的社会支持基础；其次，通过顶层设计，优化政策和法律法规体系，确立政府与学校间的责权边界，为教育改革提供清晰的指导和法律保障；再次，课程设计应与社会发展同步，注重学生高阶能力的培养，采用多样化教学方式，强化教育内容的深度和广度；此外，加强教师队伍建设，提供培训机会，明确评价和晋升标准，确保教育质量的持续提升；政府应建立有效的经费保障机制，减少区域间教育投入差异，确保教育经费的合理分配和使用；构建多元化的教育投入机制，改善设施设备，确保教学资源的充足和现代化；最后，提高学校办学自主权，减少不必要的行政干预，引入多元治理主体，推动教育治理模式的现代化，确保教育决策的民主性和科学性。

通过这些建议的实施，我们期望能够强化学校的教育保障体系，为学生提供一个全面发展的教育环境，从而培养出适应未来社会发展需求的高素质人才。

For a considerable period of time, China's education system has adhered to the educational concept of holistic development. This has involved the training of socialist builders and successors with noble moral sentiments, a solid foundation of knowledge, a healthy physique, aesthetic sensibilities and labour skills. In this process, our government has demonstrated outstanding foresight and firm determination, providing solid guarantees for the holistic development of young people through a series of innovative policies and measures. Despite the laudable efforts of educational institutions to impart moral, intellectual, physical, aesthetic and labour education, there remain some challenges in the areas of teacher strength, education funding, facilities and equipment, and the development of effective school governance systems.

Therefore, the report presents a comprehensive review of the literature on holistic development in terms of moral,  intellectual, physical, aesthetic, and labour education. Furthermore, it also examines school support systems from both national and international perspectives, thereby establishing a research framework grounded in the school's internal and external protective measures. This study investigates the shortcomings of the support system in ensuring the implementation of the comprehensive moral, intellectual, physical, aesthetic and labour education policy in schools across China. Based on the real-life challenges encountered, the study offers empirical evidence and suggestions for enhancing and optimising the support system. The study employed a mixed research paradigm and conducted questionnaire surveys with 885 primary and secondary school headmasters, 3,765 teachers, 13,848 students, and 11,548 parents across the country (with the exception of Hong Kong, Macao, and Taiwan). Based on the preceding analysis, 40 headmasters, 200 teachers, 220 students, 100 parents, and 33 heads of local education departments were selected for in-depth and focus group interviews. These approaches aimed to ascertain the perceived deficiencies in the school support system as a result of the current practice of implementing the holistic cultivation of morality, intellectuality, physicality, aesthetics, and labour.

Upon analysis and collation of the results of the surveys of the school headmasters, teachers, students, parents and heads of local education departments, the current problems facing schools can be summarized as follows: firstly, due to insufficient publicity and guidance from the education-related guarantee system on the value of comprehensively fostering the development of students. The understanding of the connotation of morality, intelligence, physical fitness, aesthetics and physical labour has been narrowed, resulting in a homogeneity of the content and form of school training. This has made it difficult to form a mass base. Secondly, the guidance and requirements of policies and regulations are not sufficiently clear, and the boundaries of responsibility and authority are not clearly defined, which hinders the implementation of certain safeguards. This has resulted in the inability to offer a comprehensive range of relevant courses in physical education, aesthetic education and labour education in certain areas. Thirdly, although schools While there have been notable achievements in the imparting of basic knowledge and skills, there are clear deficiencies in the expansion of content and the cultivation of critical thinking and innovative spirit among students. In particular, there is a lack of leadership in these areas. Fourth, some educational institutions are confronted with structural deficiencies in terms of teacher numbers, outdated facilities and equipment, and uneven funding. These shortcomings impede the effectiveness of student learning and may even pose safety risks. Fifth, there is a single form of home-school-society collaboration, with the majority of schools lacking a multi-participation mechanism. Furthermore, there is excessive administrative intervention outside the school, which constrains the autonomy of the school to run its own affairs.

In order to address these issues, this study proposes the following recommendations: Firstly, it is necessary to enhance societal recognition of the importance of holistic development and to strengthen public understanding of the significance of educational quality. This will provide a robust social foundation for the implementation of such policies. Secondly, through the implementation of top-level design, it is possible to optimise policies and legal frameworks, establish clear boundaries of responsibility and authority between the government and schools, and provide clear guidance and legal safeguards for educational reform. In addition, curriculum design should be synchronised with social development, focus on cultivating students' higher-order abilities, and adopt diverse teaching methods to strengthen the depth and breadth of educational content. Furthermore, in order to reinforce the construction of teaching teams, provide training opportunities, clarify evaluation and promotion standards, and guarantee the continuous enhancement of educational quality, it is imperative that the government establishes an efficacious funding support mechanism. It is imperative to reduce the disparities in educational investment between regions and to ensure the rational allocation and use of educational funds. Furthermore, a diversified educational investment mechanism should be constructed to improve facilities and equipment, ensuring sufficient and modern teaching resources. Finally, in order to enhance school autonomy, reduce unnecessary administrative intervention, introduce multiple governance bodies, and promote the modernisation of the educational governance model, it is essential to ensure that educational decision-making is both democratic and scientific.

The implementation of these recommendations is anticipated to result in the enhancement of the support system for education, which will in turn provide students with a comprehensive development environment. This will facilitate the cultivation of high-quality talents who are able to adapt to the needs of future social development.