Introduction
Schooleducationisundertakenbyprofessionals.Inaspecialinstitution,thedirectgoalistoaffectstudents’physicalandmentaldevelopmentwithaclearpurpose,well-organized,completesystem,andstrongplanning.Socialpracticeactivities.
Detailedexplanation
Schooleducationisaconceptoppositetosocialeducation.Itrefersspecificallytothevariouseducationalactivitiesreceivedbytheeducatedinvariousschools.Itisanimportantpartoftheeducationsystem.Generallyspeaking,schooleducationincludeselementaryeducation,secondaryeducationandhighereducation.
Elementaryeducation
Lowergradesofelementaryschool
EducateandguidestudentstolovetheCommunistPartyofChina,lovethemotherland,lovethepeople,loverelativesandrespectthelong,lovethecollective,lovehometown,Haveapreliminaryunderstandingofnature,socialcommonsenseandknowledgeaboutthemotherlandinlife,protecttheenvironment,cherishresources,developbasiccivilizedbehaviors,anddevelopgoodqualitiessuchasself-confidence,honesty,courage,andresponsibility.
Middleanduppergradesofelementaryschool
EducateandguidestudentstolovetheCommunistPartyofChina,lovethemotherland,lovethepeople,understandthedevelopmentandchangesoftheirhometownandcommonknowledgeofnationalhistory,understandtheexcellenttraditionalcultureofChinaandthegloriousrevolutionofthepartyTradition,understandingtheethicsandcivilityofdailylife,initiallyformingasenseofrulesandtheconceptofdemocracyandtheruleoflaw,developinggoodlivingandbehavioralhabits,havingtheawarenessofprotectingtheecologicalenvironment,forminghonestyandtrustworthiness,friendshipandtolerance,self-esteem,self-discipline,optimism,etc.quality.
Secondaryeducation
isthesecondarygeneraleducationandprofessionaleducationthatcontinuetobeimplementedonthebasisofelementaryeducation.Thiskindofeducationplaysanimportantroleinconnectingthewholeschooleducationsystem.Theschoolsthatimplementsecondaryeducationarealltypesofsecondaryschools,andordinarysecondaryschoolsarethemainpartofthem.Theyareresponsibleforthedualtasksofsendingqualifiednewstudentstohigher-levelschoolsandcultivatinglaborreserveforcesfortheconstructionofthecountry.Secondaryprofessionalschools,includingsecondarytechnicalschoolsandsecondarynormalschools,areresponsibleforcultivatingsecondaryprofessionalandtechnicalpersonnelforthenationaleconomicsector.Therunningsituationofvarioussecondaryschoolsdirectlyaffectsthequalityofacountry'seducationconstructionandlaborforcetraining,andaffectsthedevelopmentandconsolidationofallaspectsofthecountry.Therefore,ithasincreasinglyattractedtheattentionofallcountriesintheworld.mycountry'ssecondaryeducationhasa6-yearschoolsystemforordinarymiddleschools,3yearsforjuniorhighschools,and3yearsforhighschools.Acomprehensiveeducationofgeneralculturalandscientificknowledgeandskillsisimplementedforstudents.Secondaryprofessionalschoolsrecruitjuniorhighschoolgraduates,andimplementprofessionalandtechnicaleducationinagriculture,industry,transportation,technology,health,financeandtrade,etc.accordingtonationalneeds;technicalschoolstrainskilledworkers.
JuniorHighSchool
EducateandguidestudentstolovetheCommunistPartyofChina,lovethemotherland,lovethepeople,identifywithChineseculture,inheritrevolutionarytraditions,carryforwardthenationalspirit,andunderstandbasicsocialnormsandmoralsStandardize,establishawarenessofrules,theconceptofruleoflaw,cultivatecivicawareness,masterthewaysandmethodstopromotephysicalandmentalhealth,cultivatealifeattitudethatloveslabor,independence,andstrongwill,andformrespectforothers,willingtohelpothers,goodatcooperation,andinnovative,etc.Goodquality.
Highschoolsection
EducateandguidestudentstolovetheCommunistPartyofChina,lovethemotherland,lovethepeople,supportthepathofsocialismwithChinesecharacteristics,promotethenationalspirit,andenhancenationalself-esteem,self-confidenceandprideEnhancethesenseofcitizenship,socialresponsibilityandtheconceptofdemocracyandruleoflaw,learntousethebasicviewsandmethodsofMarxismtoobserve,analyzeandsolveproblems,learntochoosetheknowledgeofthecorrectlifedevelopmentpath,andhavetheattitudeandabilityofindependence,self-relianceandself-reliance,Theinitialformationofacorrectworldoutlook,outlookonlifeandvalues.
HigherEducation
isavarietyofprofessionaleducationbasedonsecondaryeducation.(Fordetails,see"HigherEducation")Highereducationgenerallyreferstouniversities,postgraduateentranceexaminations,PhDstudies,etc.
Relatedinformation
Schooleducationisthemostimportantpartofanindividual’slifelongeducation.Individualsreceiveplannedguidanceinschooltosystematicallylearnculturalknowledge,socialnorms,andethics.Guidelinesandvalues.Inasense,schooleducationdeterminesthelevelandnatureofindividualsocializationandisanimportantbaseforindividualsocialization.Theeraofknowledgeeconomyrequiressocietytorespectteachersandeducation,andschooleducationisincreasinglyvaluedandplaysapivotalroleinsociety.
Disadvantagesofeducation
Disadvantagesofschooleducationhavebroughtthefollowingundesirableeffectstotheyoungergeneration:First,theyfeeldull.Thenarrownessofeducationgoals,thecomplexityofeducationcontent,andthefierceacademiccompetitionforcestudentstothinkaboutstudy,exams,scores,andrankingseveryday.Theyoftenhavenotimetocareaboutorignoreeverythingaroundthem.Suchaccumulationwillinevitablymakethemindifferenttothingsthathavenothingtodowithlearning,andcausenumbnessandinactivationoffeelings.Thesecondistheincreaseindiseases.Illnessismainlycausedbymentalimbalance,reducedexerciseandmonotonousactivity.Facedwiththetremendouspressureofstudyingandenteringhighereducation,studentsoftenfeelnervous,depressed,andevenfearful,whichcanleadtofunctionalandorganicdiseasessuchasinsomnia,headaches,anxiety,depression,anddecreasedimmunity.Thestrangediseasessuchas"sensorysyndrome"and"attentiondeficitsyndrome"discoveredbyexpertsarealsodirectlyrelatedtothehugelearningpressureofstudents.Thethirdispersonalitydistortion.Oureducationhasalwaysclaimedtocultivatepeople,butinfact,intheeducationalmodelconstructedbymechanicaldrillsandforcibleindoctrination,students’originallylivelyandlovelypersonalitiesarefragmentedanderoded,andtheirdifferentpersonalitiesareignoredandignored.Repression,uniformity,andone-sidednesshavebecometheinevitableresultofthismodel.Theseconditions,coupledwiththeincreasingprevalenceofonly-children,willresultinvaryingdegreesofisolation,selfishness,autism,pride,inferiority,depression,cowardice,emotionalindifference,excessivewordsanddeeds,fragilewill,andgenderinversionamongstudents.Distortedandunsoundpersonality.Fourth,theabilityisnotstrong.Educationwasoriginallymeanttopromotetheall-rounddevelopmentofadults,andtoenablepeople’sabilitiestobedevelopedinabalanced,harmoniousandfreemanner.However,oureducationhasabnormallydevelopedsomeofthestudents’abilities,andputmanyotherabilitiesinplace.regardlessof.Nottomentionthatstudents’self-careability,psychologicalself-controlability,survivaladaptability,etc.arerelativelypoor,whicharetheabilitytocollectandprocessinformationrelatedtolearning,theabilitytodiscoverandacquirenewknowledge,theabilitytoanalyzeandsolveproblems,theabilitytocommunicateandcommunicate.Theabilitytocooperatehasnotbeeneffectivelycultivated.Manyofthestudentswehaveeducatedhavegraduallybecomeagenerationwhocan'tlive,havenopassion,andcan'tcreate.
Suppresspersonality
(1)Modernschooleducationisevenworseforthedevelopmentofboys
Itisanindisputablefactthatboysandgirlsaredifferent.Butintheprocessofeducation,schooleducationoftenignoresthedifferencebetweenboysandgirls.Forboyswhohave15timesasmuchtestosteroneasgirls,theyarerequiredtomaintainthesamerulesasgirlsandnottomaketrouble.
(2)Schooleducationhasdeviatedfromthecoregoalofeducation
Themoderneducationsystemisanindustrializededucationsystem.ThevaluesandwaysofthinkingintheindustrializederadeterminethemodernschoolSystemandtalenttrainingmodel.ThelatedirectoroftheNationalLibraryofChina,Mr.RenJiyu,sighed:"Itlookslikesteamedbuns,onedrawerafteranother."
Modernschoolshavebeendeeplybrandedwiththemarkofindustrialization.Theschoolisthefactory,theclassroomistheassemblyline,andthestudentsbecometheproductsoftheassemblyline.Theproductsontheassemblylinehavenolifeanddonotneedindividuality,aslongastheyhavespecificfunctionsandcanmeettheexpectedneeds.Thesameproductionlineproducesproductsofthesamemodelandthesamefunction.Schooleducationusesthismethodofindustrialproductiontoproducethesameproductsonalargescaleandinlargequantities-students,regardlessoftheirnature,whetherboysorgirls,childrenareregulatedandeducatedintothesametypebythesameeducationalmodelpeople.
Undersuchschooleducation,educationisbook-basedlearning,whichalmostnegatesotherwaysforchildrentoacquireknowledge,suchashands-onpractice.Undersuchschooleducation,educationmeansreceivingschooleducation,whichdenieschildren'sabilitytolearnindependently.Forchildren,educationisbecomingmoreandmoreakindofhardworkthatisforcedtoengagein,ratherthanafun-filledprocessofphysicalandmentalgrowth.Itcanbesaidthatmodernschooleducationhasdeviatedfromitscoregoal.Therefore,theboys’crisisisnotonlyacrisisofboys’education,butacrisisoftheentireeducationsystem.
(3)Schooleducation,ignoringgenderdifferences
Boysandgirlshavegenderdifferencesinmanyaspects,butforalongtime,oureducationhasignoredtheexistenceandinfluenceofgenderdifferences.
Fromaphysiologicalpointofview,fromthedayschoolstarts,boysdevelopliteracyskillsmuchlaterthangirls.However,peopleoftenrequireboysandgirlstolearnthesameknowledgeinthesamewayatthesametime.Boysevendevelopfingernerveslaterthangirls,soitismoredifficultforaboytoholdapencilandwritehorizontalandverticalChinesecharacters.Thesedevelopmentaldifferencesoftencauseboystobeseenasdumbordull,whichmakesthemhateschoolfromthefirstgrade.
Dr.McGuinnessevenpointedout:Educationissimplyaconspiracyagainstthetalentsandtendenciesofboys.
Theindustrializedwayofthinkinghascausedthecurrentschooleducationtoignore,ignoreorignoretheexistenceofgenderdifferences,whichharmstheboys’schoolworkandotheraspects.Inschools,learningisoftenapatternedintellectualactivity.Thelivelyboyisfixedinhisseat,andtheunconstrainedspiritualworldisnowheretobeseen;nomatterhowdifferenttheboy’sphysicalandmentaldevelopmentspeedisfromthegirl’sWhatadifferentaspectoftheirsuperiorintelligence,theycanonlylearnthesamecontentatthesameageandatthesamepaceasagirl.
ZhangHua,aprofessoranddoctoralsupervisoroftheSchoolofEducationalScienceofEastChinaNormalUniversity,believesthatboyeducationandgirleducationarefirstofalltwodifferentchildren’scultures."Sincetherearedifferences,wecan'tsimplyusegirlsasthestandardtomeasureboys,orviceversa.Boysarethestandardtomeasuregirls."
Boysloveadventures,challenges,quarrels,andrunning.Thesebehaviortendenciesareallrelatedtohigherlevelsofmalehormonesinboys.Blindlyrestrictingcanonlymakethemfeeldissatisfiedandfrustrated,andultimatelybeseriouslyinjured.
Learntocommunicate
(1)Interpersonalrelationship:Carnegiesaid:"Aperson'ssuccessdependsonhisprofessionalskillsonly15%,and85%dependsonhisinterpersonalprocessingability.."Beingabletogetalongwellwithpeopleyouhateisthehighestlevelofinterpersonalrelationships.(2)Developcontacts:whatis"personalconnections"?"Humanconnections"areinterpersonalconnectionsformedthroughinterpersonalrelationships.Humanbeingsaresocialanimalsthatliveingroups.Peoplehavespecialemotionsandinterestrelationshipsinsocialinteraction.Thisistheso-called"personalconnection."Accordingtotheprocessofitsformation,networkresourcescanbedividedinto:bloodconnections,geographicconnections,academicconnections,eventconnections,guestconnections,relevanceconnections,etc.Networkingisaninformationstationforcareerdevelopment.Inthisera,ifyouhaveunlimiteddevelopmentinformation,youhaveunlimiteddevelopmentpossibilities.Informationcomesfromyourintelligencestation.Theintelligencestationisyournetworkofcontacts.Theinformationstationisaswideasyourcontactsare.Thisisaplatformforyourunlimitedcareerdevelopment.Networkingisacareerbooster.Everyonehopesthattherewillbea"nobleperson"intheirlivesfromtimetotimetohelpusatcriticalmomentsorintimesofcrisis.Thehelpofthedistinguishedpersonisindeedavaluableresourceonourroadtosuccess.Hecanopentheskylightofouropportunitiesatonce,letusseethedayandseetheday,anddirectlyenterthesequenceandrealmofsuccess,whichgreatlyshortensthetimeforoursuccess.
Learntotakerisks
Wenzhoupeople’smaritimecharacter:WenzhouislocatedonthecoastoftheEastChinaSea.Wenzhoupeoplearenotafraidofthesea.ItiscommonforWenzhoupeopletocrosstheocean.Therearewindsandwavesonthesea,therearepirates,andyouhavetotakeriskswhenyougoout.Therefore,Wenzhoupeoplearenotafraidtotakerisks.Usingtheoceantogofurtherandbroadentheirlivingspace,theshipbuildingindustrywasthefirsttodevelop.IntheHanDynasty,Wenzhouwasabletobuildflatboats,lightboats,andboats.DuringtheThreeKingdomsPeriod(239AD),WenzhouwasoneofthemainshipbuildingbasesinthesouthoftheYangtzeRiver.Inthe21styearofTangZhenguan,theshipbuildingofGaoli,Wenzhoushipbuildingmadeasignificantcontribution.AftertheSecondOpiumWar,Wenzhouwasopenedasaportoftrade.ThefirstwasBritain,andthenGermany,Sweden,Spain,andtheUnitedStatessuccessivelyestablishedconsulateshere.Wenzhoupeoplehadtheirfirstclimaxofgoingabroad.AftertheendoftheWarofResistanceAgainstJapan,ontheeveofWenzhou'sliberation,therewasasecondclimaxofgoingabroadinordertoavoidchaos.Afterthereformandopeningup,Wenzhoupeoplewentabroadforthethirdtime,mainlyforbusiness,withafewstudyingabroad.Theremaybeafourthclimaxofgoingabroad,andthewealthierpeoplesendtheirchildrenabroadtostudy.Wenzhoupeoplearecourageous,daretoentertain,andvaluefriends,whichhascreatedmanyWenzhoupeople'sbossdreams.Paradox:Thecultureisnothigh,theforeignlanguageisnotfluent,atmostyoucanonlydocoolies,ifyoudon'tdocoolies,youcanonlybecometheboss!Ifyouareeducatedandunderstandforeignlanguages,youcanfindagoodjob.Youdon'thavetotakerisksandyoucan'tbeaboss.
Buildingacollective
Classqualityistheideologicalcommunityofclassmembers:themostimportantthingintheconstructionofaclasscollectiveistocreateagoodclassstyleandstyle.OnlyapositiveandpositiveclasscancompeteNeutralinaninvincibleplace,withoutagoodclassstyleandstyleofstudy,everythingelseisacastleintheair.Butagoodclassstyleandstyleofstudyisnotachievedovernight,itisalong-termtask.Cultivatestudents’ideologyandmoralityandbuildagoodclassstyle."AfterMadameCurie’sdeath,EinsteinsaidwhenevaluatingMadameCurie:“Thesignificanceofthefirst-ratecharacterstotheeraandthecourseofhistory,intermsoftheirmoralquality,maybeItisgreaterthanmereintellectualachievement."Nooutstandingpersondoesnotputpersonality,moralityandspiritinthefirstplace....People,humanspiritistheworld'sfirstpreciousfactor."IgivestudentsPutforwardthesloganof"changeimpossibleintopossible,changepossibleintoreality".PosttheclassdeclarationontheTVboxinthefrontoftheclassroom,sothattheycanrememberit,andstrengthenthecohesionoftheclass.
Learntokeepfit
(1)Payattentiontophysicalhealth:Wemustregardphysicalhealthasataskthatmustbecompleted.---------Achairmansaid:Studentphysicalexerciseisanimportanttaskofschooleducation,timeisnotwaitingforme.(2)Participateinphysicalexercise:Althoughwecan'tbecomeLiuXiangnomatterhowhardwework,wecanstillenjoyrunning.Someonemayhinderyoursuccess,butnoonecanstopyourgrowth.Inotherwords,youmaybeunsuccessfulinthislife,butyouhavetogrowup.=====YoumaynotbeYaoMingifyouworkhardinyourlife,butyoucanenjoythehappinessofcooperatingwithandfightingagainstothersinbasketball,andexerciseyourbodyinbasketball.Youmayliketoplaytabletennis.Althoughitisdifficulttobecomeanationalplayer,youcanmakefriendsaroundyou.Youhaveacertainhobby,youdon’thavetobeprominentinthearena,youcanentertainyourselfandit’sgoodforyourphysicalandmentalhealth.Whynotdoit?
Seedinghope
Successfullifeisanillusion,andencounteringbumpsandbumpsisthenorm.Hopeisthedrivingforcebehindthetwistsandturns.Lifeisaprocessofpursuingdreams.Educationisanactivitytotrainpeople.Educatorsmustnotonlyinherithumancivilization,butalsoplantsocialideals.Whenchildrencanseethepossibilityoftheirowndevelopmentandactivelyparticipateinorganizededucationalactivities,theycanimprovetheirintelligenceanddeveloptheirpotentialthroughobservation,thinking,questioning,exploration,andinnovation.Hopeisthesuninhumanlife,theshiningofsunlight,andthemoistureofrainanddew,sothatchildrencanfeelthegloryoftheirlifeincaring.Hopeisthebannerofpeople'sprogress,independentpersonalityandfreelifecancreatethesplendidgloryofthemotherlandinthefuture.
PurposeofEducation
In1996,theInternationalCommissionforEducationforthe21stCenturysubmittedareport"Education-WealthContains"toUNESCO.ThecoreideaisthateducationshouldbeTheideaofthepurposeofeducationforeducatorstolearntolearnisthateducationshouldenablelearnersto"learntorecognize","learntodothings","learntolivetogether"and"learntosurvive."Thisideawasquicklyrecognizedbycountriesallovertheworldandwascalledthefourpillarsoflearning.
1.Learntorecognize.(1)"Knowledge"herenotonlyrefersto"knowledge",includingalltheobjectsofcognitionthatneedtobeunderstoodintheprocessofindividualsocialization.(2)"Cognition"isnotonlyinthebooks,butintheclassroom,includinglearningtorecognize,learningvarioussociallearningnorms,masteringlearningtoolsandmeansofseekingknowledge.(3)Tolearncognition,youmusthaveastrongmotivationforlearning,apassionforexploringtheunknown,ascientificattitudeofseekingtruthfromfacts,ascientifichumanisticspirit,andascientificmethodofinferringfromoneanother.(4)Learntorecognize,whichcannotbedoneatonceinschooleducation."Knowledge"willbeaprocessthatisrepeatedcountlesstimesbetweenknowledgeandpractice,constantly"finishing"andthenstartingagain.
2.Learntodothings.(1)Learntodothings,frommasteringcertainnarrowlaborskillsinthetraditionalsensetofocusingoncultivatinglaborers'comprehensivecapabilities.(2)Learningtodothingsmainlyreferstonotonlyacquiringintellectualskills,butalsocultivatingsocialbehaviorskills,includingtheabilitytohandleinterpersonalrelationships,resolveinterpersonalconflicts,andmanagegroupsofpeople.(3)Learntodothings,andmoreimportantly,cultivatetheabilitytoadapttofuturecareerchangesandtheabilitytoinnovateatworkbasedonthedevelopmentofscientificqualityintheprocessof"seekingknowledge".
3.Learntolivetogether.(1)Tolearntolivetogether,wemustfirstunderstandourselves,discoverandrespectothers.(2)Learningtolivetogethermeanslearningtocare,learntoshare,andlearntocooperate.(3)Learningtolivetogethermeansnotonlylearningasocialrelationship,butalsolearninghowtoliveinharmonybetweenmanandnature.(4)Learningtolivetogetherismainlynotlearningfrombooks.Oneofitseffectivewaysistoparticipateinsocialactivitieswiththesamegoal,learntofindnewidentityamongvarious"run-in",establishnewconsensus,andgainfromitTheactualexperience.
4.Learningtosurvive.(1)Learningtosurviveisthefundamentalgoalofeducationandlearning.(2)Learningtosurvivegoesbeyondthepurelymoralandethical"being",andincludesemotion,spirit,communication,affinity,cooperation,aesthetics,physicalfitness,imagination,creation,andindependentjudgmentsuitableforpersonalandsocialneeds,Criticismandotheraspectsarerelativelycomprehensiveandfullydeveloped.Promotethecontinuousandharmoniousdevelopmentofstudents.
CharacteristicsofEducation
Sinceitscreation,schooleducationhasbeendistinguishedfromsocialeducationandfamilyeducationandhasitsowncharacteristics.Itscharacteristicscanbesummarizedasfollows:
1.Thespecializationoffunctions.Theeducationfunctionoftheschoolistotrainpeople,andtheschoolisaplacetoeducatepeople.Comparedwithsocialeducationandfamilyeducation,schooleducationdiffersprimarilyfromthespecialityofschooleducation.Thespecialcharacteristicsofschooleducationaremainlymanifestedinthespecificityoftasks.Theonlymissionoftheschoolistotrainpeople,andothertasksareachievedaroundtrainingpeople.Schooleducationhasspecializededucators—teachers,whoaretrainedthroughstrictselectionandspecializedtraining.Sucheducatorsnotonlyhaveextensiveknowledgeandhighmoralcharacter,butalsounderstandthelawsofeducationandmastereffectiveeducationmethods.Schooleducationalsohasspecialeducationandteachingequipment,andhasspecialeducationmeans.Allthisfullyguaranteestheeffectivenessofschooleducation.
2.Therigoroforganization.Educationischaracterizedbypurposeful,organized,andplannedinfluencingpeople.Schooleducationembodiesthecharacteristicsofeducation.Thepurposeandplanningofschooleducationareembodiedinrigorousorganization.Schooleducationisinstitutionalizededucation.Schooleducationhasastrictorganizationalstructureandsystem.Fromamacropointofview,theschoolhasavarietyofsystemsatalllevelsandtypes;fromamicropointofview,therearededicatedleadershippositionsandeducationandteachingorganizationsintheschool,whichspecializeinideology,politics,teachingwork,andgenerallogistics.,Culturalandsportsactivitiesandotherspecializedorganizations,aswellasaseriesofrigorouseducationandteachingsystems,andsoon,arenotavailableintheformofsocialeducationandfamilyeducation.
3.Theroleofcomprehensiveness.Schooleducationhasacomprehensiveroleinhumandevelopment.Theimpactofsocialeducationandfamilyeducationonhumangrowthissomewhatcontingent,andthescopeoftheimpactisoftenonlyfocusedoncertainaspects.Schooleducationisanactivityforcultivatingpeopleinanall-roundway.Itshouldnotonlycareaboutthegrowthoftheknowledgeandintelligenceoftheeducationalobject,butalsocareabouttheformationofstudents'ideologicalandmoralcharacter,andalsocareaboutthehealthygrowthoftheeducated.Itistheuniquedutyofschooleducationtocultivateandshapeacomprehensiveandcompletesocialperson.Andthisresponsibilitycanonlybeundertakenbyschooleducation.
4.Systematiccontent.Tomeettheneedsoffosteringacomprehensiveandcompletesociety,thecontentofschooleducationpaysspecialattentiontointernalcontinuityandsystemicity.Socialeducationandfamilyeducationaregenerallyfragmentedineducationalcontent.Evenplannedsocialeducationisoftenstaged,anditsknowledgeasawholeisalsofragmentary.Schooleducationnotonlypaysattentiontotheknowledgesystem,butalsoconformstothelawsofunderstanding.Therefore,educationissystematicandcomplete.Thecompletenessandsystematicnessofeducationalcontentisanimportantfeatureofschooleducation.
5.Theeffectivenessofthemeans.Theschoolhascompleteeducationalfacilitiesandspecializedteachingequipmentforeducation,suchasvisualteachingaidssuchasaudio-visualfilmandtelevision,experimentalpracticebases,etc.,whicharealleffectivemeansofschooleducation.Thesearetheindispensablematerialconditionstoensurethesmoothprogressofteaching,whichcannotbefullyprovidedbysocialeducationandfamilyeducation.
6.Stabilityofform.Theformofschooleducationisrelativelystable.Ithasstableeducationalplaces,stableeducators,stableeducationalobjectsandstableeducationalcontent,aswellasstableeducationalorderandsoon.Thestabilityofschooleducationismoreconducivetopersonaldevelopment.Ofcourse,stabilityisrelative,anditmusthavecorrespondingreformsandchanges.Stabilityisnotrigidity.Ifyouregardrelativestabilityasstickingtotherulesandrigidity,itwillinevitablygototheoppositeside.Inshort,schooleducationhasuniquecharacteristicsthatotherformsofeducationdonothave,anditisthesecharacteristicsthatensurethehigheffectivenessofschooleducationandmakeitoccupyadominantpositioninvariouseducationalforms.
Historicaldevelopment
Humanities
SchooleducationfirstdifferentiatedfromthesocialstructureisthetraditionalhumanitieseducationlinkedtothesuperstructureandideologyTherefore,theearliestschoolswerecourtschools,vocationalschools,templeschoolsandscribesschools.TheseschoolsinancientEgyptattachedgreatimportancetothecultivationofmoralcharacter,requiringstudentstorespectthegodsofthesun,beloyaltothemonarch,respectthechief,andbefilialtotheirparents.Theimportantgoalofcultivatingscribesistotrainsuccessiverulersandtheirimperialminions;atthesametimeteachwritinganddictation.ThemaincontentofschooleducationinChineseslaverysocietyisthesixarts:ritual,music,shooting,imperialism,calligraphy,andnumber."Rite"istodistinguishbetweensuperiorsandinferior,tomaintainthehereditaryandhierarchicalsystemandethics."Le"ismusicanddancethatworshipstheancestorsoftheghostsandgods,praisestheemperorsandnobles,andinspiresthemilitary."Shooting"and"Royal"arecombattechniquessuchasarcheryanddriving."Book"referstothereadingandwritingoflanguageandtheknowledgeofliteratureandhistory."Number"referstotheknowledgeofnaturalsciencessuchascalculation,calendarandastronomy.Schooleducationinaslaverysocietywasseparatedfromproductivelabor,andmainlyallowedthechildrenofslaveownerstolearnritualsandothergovernancetechniques.Confucius’wordscanbedescribedasaverygoodfootnote.Hesaid,“Ifyougiveagoodgift,thepeoplemustnotbedisrespectful;ifyouaregood,thepeoplemustnotbedissatisfied;ifyouaregoodfaith,thepeoplemustnotbeunkind.Swaddlinghissonanddying!Howcanyouusecrops?”②TheschooleducationoftheentireChinesefeudalsocietywasbasicallyseparatedfromproductivelabor.TheConfucianclassics"FourBooks"and"FiveClassics"3arethemaincontentofeducation.
IntheslavesocietyofEurope,fromtheschooleducationinancientGreecetotheschooleducationinancientRome,mainlyteachingstudentstoread,write,arithmetic,music,literature,politics,philosophy,history,rhetoric,etc.Knowledgeinordertocultivatetheirabilitytoengageinpoliticalactivities.Infeudalsociety,monksmonopolizedcultureandschooleducation.Thecontentofthemissionaryschool’seducationwasthe"sevenarts"④,andallsubjectswerepermeatedwiththeologicalspirit,inordertocultivatedevotiontoGod,obediencetoreligiousrightsandpoliticalpower,andtocarryoutreligiousactivities.Priest.
NaturalScience
Theseparationofnaturalscienceeducationfromproductionpracticehasbecomeanimportantcontentofschooleducation,whichpromotestherapiddifferentiationandindependenceofmodernschooleducationfromtheproductionpracticeprocess.Especiallyinthefieldsofmathematicsandastronomy,ithasdevelopedrapidly.However,intheerawhennaturalsciencewasfirstsubordinatetonaturalphilosophyandthentotheology,itnotonlyhindereditsowndevelopment,butalsogreatlyweakeneditsinfluenceonschooleducation.TheRenaissancemovementenablednaturalsciencetobreakthroughtheshacklesofreligioustheologyandachievedrapiddevelopment."Withtheexpansionofcapitalistproduction,forthefirsttime,scientificfactorshavebeenconsciouslyandextensivelydevelopedandapplied,andarereflectedinlifeonascalethatwasnotimaginableinprevioustimes."⑤Itisthisera.Requiresthatcapitalistschooleducationhasthetaskofcultivatingrulingtalentsandproductiontechnicians.Thecontentofnaturalscienceeducationhasbeenwidelyintroducedintoschools,andsubjectssuchasalgebra,trigonometry,physics,chemistry,andbiologyhavegraduallybecomecompulsorycoursesinschools.Subject.Fromthefollowingtable,itcanbeseenthatduringtheRenaissanceandthesubsequentcenturiesundertheinfluenceofthisera,naturalsciencesdevelopedingeneral,andthedisciplinesthatsummarizedpeople'sknowledgewereconstantlyincreasinganddiverging.
Thepositionofnaturalscienceeducationinschooleducationisgraduallyestablishedandstrengthened,whichhascausedcorrespondingchangesinschooleducationforms,teachingmethods,andteachingmethods.Classteachingmethods,teachingmethodssuchasexperiments,demonstrations,andinternships,andteachingmethodssuchasslidesarewidelyusedtofurtherpromotethedevelopmentofschooleducation.InChina,startingfromthesecondhalfofthe19thcentury,withtheemergenceofnewproductivityandtheintroductionofalargenumberofnaturalsciencesintheWest,inadditiontotraditionalsubjects,naturalsciencessuchasarithmetic,geography,naturalsciences,physics,chemistry,andagriculturehavealsobeenaddedtotheschoolcurriculum.course.
VocationalTechnology
Marxoncesaid,"Theproductionprocesshasbecometheapplicationofscience,andscienceinturnhasbecomeafactoroftheproductionprocess,theso-calledfunction.Everydiscoverybecomesanapplicationofscience.Newinventionsornewimprovementsinproductionmethods."⑦Thedirectconsequenceoftheriseofmodernnaturalscienceistheindustrialrevolutionmarkedbytheemergenceofsteamenginesinthematerialproductionprocess.Theneglectedintermediatelinkisthetransformationofsciencetotechnology.Withthewidespreadadoptionofvariousadvancedtechnologyandequipmentintheproductionprocess,newrequirementsareputforwardforthequalityofworkers.Thishashadanimpactonmodernschooleducation,requiringittochangeitsstateofisolationfromproductionpracticesassoonaspossible.Itisunderthisbackgroundthatthetechnologytransferbetweenvocationalandtechnicalmastersandapprenticeshasbeguntoshowmoreandmoreobviousbenefitsinthedevelopmentofproduction.TheoriginofvocationaltechnicalschoolscanbetracedbacktochurchSundayschoolsandhandicraftSundayschoolsestablishedinthe18thcentury.Withthedevelopmentofindustrialization,vocationaleducationhasalsodeveloped.Atthebeginningofthe20thcentury,somecountriespromulgatedvocationalschooleducationregulationsoneafteranother.Forexample,theGermantradeunionpassedastatementonapprenticeshipregulationsin1919,whichwasregardedasthefirstdraftofawide-rangingexplanationofapprenticeshiptrainingandvocationaleducationlaw⑧.The"Smith-HughesAct"passedbytheUnitedStatesin1917stipulatesthatthefederalgovernmentallocatesfundsfortheestablishmentofvocationaleducationbelowtheuniversitylevel⑨.TheBritishgovernmentdecreeof1918stipulatedthatallchildrenwhocompletedcompulsoryeducationandleftschoolmustcontinuetheireducationincramschoolsfortwoyears.Asaresult,variousvocationalschoolshavedeveloped⑩.TheFrench"AstierAct"ofJuly1919stipulatesthatamunicipalitymustestablishavocationalschool;youngpeopleundertheageof18havetheobligationtoreceivefreevocationaleducation⑾;employershavetheobligationtosendapprenticestovocationalschools.1EspeciallyaftertheSecondWorldWar,vocationalandtechnicaleducationhasdevelopedrapidlyaroundtheworld,andthepositionofvocationalandtechnicalschoolsintheschoolsystemisalsoincreasingdaybyday.Japan,Germanyandothercountrieshaveformedafairlycompletevocationaleducationsystemforjunior,middle,andhigherlevels.Bytheendof1990,Chinahaddevelopedmorethan16,000vocationalandtechnicalschoolsofvarioustypesacrossthecountry,withmorethan6millionstudents.Theratioofenrollmentbetweenvocationalandtechnicalschoolsandordinaryhighschoolsattheseniorhighschoolleveliscloseto1:1.⑿Vocationalandtechnicaleducationseparatesfromthematerialproductionprocessandbecomesanimportantpartofschooleducation.Itpromotesthecombinationofeducationandproductivelabor,acceleratesthepopularizationofschooleducationamongmembersofsociety,anddemonstratesthatmoderneducationismulti-levelandcomplex.Thetrendofstructuraldevelopment,therefore,itconstitutesanimportantstageinthedevelopmentofschooleducation.
ScienceEducation
Contemporarysocietyhasincreasinglydevelopedintoahighlyscientificinformationsociety,andschooleducationisnolongertheeducationwithintheschoolwallinthetraditionalsense.Notonlydostudentsstudyinschool,buttheamountofinformationtheyreceivefromtheirfamilyandsociallifeisincreasingdaybyday.Thisisasubtleandpowerfuleducation.Forexample,students'knowledgeandmoraldevelopmentarelargelyaffectedbyTVprograms,books,newspapers,visits,travel,andvarioussocialactivities.Thedevelopmentofmoderneducationtechnologyhasnotonlychangedthetraditionaleducationform,butalsoexpandedthecontentandcontextofeducation.Thischangecausedtheorganiccombinationofschooleducationandsocialeducation,greatlyimprovedtheefficiencyofschooleducation,andfundamentallychangedthetraditionalclosedstateofschooleducationandsocialisolation.
Astheworldenterstheendofthe20thcentury,atrendofthoughtthatadvocatestheintegrationofhumanitieseducationandscienceeducationisquietlyemerging.Historically,althoughparanoidhumanitieseducationhaspromotedhumanrationality,duetotheinsufficientdevelopmentofscienceandtechnology,ithasdelayedthedevelopmentofsocialproductiveforcesandaffectedtheimprovementofthequalityofhumanmateriallife.Atthesametime,paranoiaattachesgreatimportancetoscienceandscientificeducation,andignorestheimprovementofhumanrationality.Itwillalsobringdisasterstosociety,becausescienceandtechnologycannotonlybringbreakthroughsinproductionandleapinlifetomankind,butalsobringcountlesspeopletomankind.Disaster.Scienceandtechnologywithoutarationalgraspwillbecomeasourceofdisaster.Afterenteringthe21stcentury,mankindwillrecognizethismoreclearly,andeducationthatstrengthenstheintegrationofhumanitiesandsciencewillbecomeoneofthecharacteristicsoffutureeducation.
InstitutionalReform
ThebasicproblemsthatChina’seducationsystemreformmustsolveinclude:howtoestablishthecorrectrelationshipbetweenthegovernmentandschoolsintheactualpoliticalandsocialsystems;Inthesocialenvironment,howtoestablishthedifferentpositionsandfunctionsofthegovernmentandthemarketinthedevelopmentofeducation;howtoestablishandbalancetheauthorityandrelationshipbetweenthecentralandlocalmanagementeducationinapatternofdiversifiedinterests,andpromotethelocalizationofeducation;improveacademicandPoliticalrelationspromoteacademicdemocracyandacademicfreedomtoensurethehighlevelandcreativityofacademicresearch;establishapeople-orientedmanagementsysteminalltypesofeducationatalllevels.
Theuniversalityofeducation.Thefairnessofeducation.Democracyofeducation.Thehumanityofeducation.Practicalityofeducation.
Specificeducationsystemreforms,includingeducationadministrativesystemreform,higherschoolmanagementsystemreform,publiceducationfinancialsystemestablishment,basiceducationmanagementsystemreform,modernschoolsystemestablishment,examination,evaluationandemploymentsystemReform,scientificdecision-making,democratizationandtheestablishmentofsocialparticipationsystemsandmanyotheraspects.Themostimportantandcoreoftheseisthereformoftheeducationaladministrationsystem.Thereformoftheeducationaladministrationsystemneedstolearnfromtheprinciplesoflimitedgovernment,administrationaccordingtolawandotheradministrativesystemreforms,implementthe"AdministrativeLicensingLaw"andotherlawsandregulations,reformahighlycentralizedandunifiededucationmanagementsystem,andtransformtheadministrativefunctionsoftheeducationauthoritiesfromamanagementtype.,Theplantypeistransformedintoaguidancetypeandaservicetype.Throughthedecentralizationofthegovernment'seducationmanagementpower,theautonomyofschoolrunningisimplementedtorestorethevitality,creativityanddiversificationofeducation,andrealizetheautonomyofschoolsandthedemocratizationofschoolmanagement.
WhendiscussingthecurrentandthedrivingforcemechanismofChina'seducationreform,YangDongpingexpertbelievesthatthecurrentreformofpublicutilities,includingeducation,hasthreedifferentdrivingforcesandvalues.
Oneistheinertiaoftheplannedeconomyperiod.Thegoalsandvaluesofnationalismformedintheplannedeconomyerahavestronginertiaandstillplayanimportantroleincurrentsociallifeandpublicpolicyformulation.Itsbasicfeatureistoemphasizethenationalinterestsrepresentedbythecentralgovernment,andtoemphasizeefficiencyanddevelopment.Tothisend,ithashabituallyadvocatedstrengtheningthepowerofthecentralgovernment,thestatecontrolsresources,andimplementscentralizedplanning.Intheallocationofresources,thereareurbancenters,efficiencypriorities,keysupport,despisinganddiscriminatingagainstprivateeducationandothervaluecharacteristics,forminganeducationsystembetweenurbanandruralareas.,The"dualstructure"betweenkeyschoolsandordinaryschools,betweenpubliceducationandprivateeducation.
Second,themotivationandvaluefromthemarket.Thedevelopmentofthemarketeconomyhaschangedtheexternalenvironmentofeducation,andthemarketmechanismandmarketvaluehavegreatlyaffectedthedevelopmentofeducation.Conceptssuchaseducationconsumption,educationcostsharing,educationinvestment,andeducationservicesaredeeplyrootedintheheartsofthepeople,andpersonaleducationrightsandeducationalinterestshavebeguntobevalued.Itadvocateseconomicbenefitsandmanagementefficiency,andtendstousecorporatemanagementtoimproveeducationmanagement.Itpromotesthediversificationofadmissionopportunitiesandstandards,andatthesametimehasatendencytointroducetheprincipleofinterestexchangeintoeducation,tryingtouse"equalityinfrontofmoney"tochange"equalityinfrontofscores."Ithaspromotedthedevelopmentofthelocalizationofeducation,andhasalsoproducedtheso-called"landlordeffect",suchasthelocalizationoftheadmissionsoffamousuniversitiesinvariousplaces.
Thethirdisthespecialinterestsofeducationalinterestgroups.Theimportantfeatureofthesystemreforminthetransitionperiodiscalledthe"insidepersonreform",thatis,intheabsenceofsocialparticipationandinterestgamemechanism,thereformscarriedoutbythepowerdepartmentswithimportantresourcesthemselves.Therefore,theactualfocusofreformsunderthismodelisoftennothowtoopenupthemarket,providepublicservicesinafairandjustmanner,andimproveefficiencythroughmanagementreforms;instead,theyarepursuingtheirownintereststhroughprofitablelinkssuchasincomegenerationandfees.Evenopenlysetrent-seeking.Itcreatedsectoralinterestsandspecialinterestgroupsbasedonmonopoly,causeddistortedmarketsandunfaircompetition,greatlytarnishedtheimageofreform,andcausedpeopletodoubtthedirectionofmarketization.
Basedontheabovecognition,expertsemphasizedthatthemostprominenteducationproblematpresentishowtodealwiththerelationshipbetweenthegovernmentandthemarket,howtodetermineandstandardizethegovernment’sfunctionsandeducationalresponsibilitiesinamarketeconomyenvironment,andestablishThebasicvalueofeducationpublicpolicy.