Dějiny
Etymologie
čínština
Itwasfirstseenin"Mencius·Zhenxinshang":"Thegentlemanhasthreejoys,butthekingdoesnotexistintheworldYan.Parentsexist,brothershavenoreason,onehappy;tolookuptothesky,tobowtoothers,twohappy;tobeeducatedbytheworld'stalents,threehappy."XuShenin"ShuWenJieZi"Explain,"Teach,dowhatyoudo,anddowhatyoudoatthebottom.""Education"hasbecomeacommontermattheendofthe19thcenturyandthebeginningofthe20thcentury.Attheendofthe19thcentury,thepioneersofthe1911Revolution,HeZiyuanandQiuFengjia,thefoundersofmoderneducationinČína,pioneeredthetrend,eliminatedtheinterferenceofthestubbornandconservativeforces,andsuccessfullyestablishedandpromotedthenewschool.Subsequently,underthepressureofthesituation,theQinggovernmentcarriedoutaseriesofreformsineducation.Attheendof1905,thenewschoolsystemwaspromulgated,theimperialexaminationsystemwasabolished,andnewschoolswerepromotednationwide.Afterthelocalimperialexaminationsceasedin1909,Západnílearninggraduallybecamethemainformofschooleducation.
Thepopularityoftheword"education"inmodernčínštinaisconnectedwiththemodernizationofčínštinaeducation,reflectingthemoderntransformationofčínštinaeducationdiscoursefrom"learning-oriented"to"teaching-oriented".
Západní
IntheWest,thewordeducationisderivedfromtheLatinwordeducate.Theprefix"e"hasthemeaningof"out",whichmeans"out"or"out",meaningThroughcertainmeans,somethingthatisoriginallylatentinthebodyandmindistriggered.Etymologicallyspeaking,theword"education"intheWestmeansinternally.Itisemphasizedthateducationisanactivitythatgoeswiththeflowofnature,aimingtoelicittheinherentorlatentqualitiesofnaturalpersonsfromtheinsideouttobecomearealisticstateofdevelopment.
Teorie původu
Thetheoryoftheoriginofmythologyistheoldestviewoneducation.
Thetheoryofbiologicaloriginisthefirstformallyproposedtheoryontheoriginofeducationinthehistoryofeducation.
Thetheoryofpsychologicaloriginreferstothateducationoriginatedfromchildren'sunconsciousimitationofadultsindailylife.
Thetheoryoftheoriginoflaborisalsocalledthetheoryofthesocialoriginofeducation,whichmeansthateducationoriginatesfromlaborortheneedsgeneratedinthelaborprocess.
Logický výchozí bod
Thelogicalstartingpointofeducationisnaturallytheemergenceofhumansociety.Thetransitionfromapestohumansisduetoproductivelabor.Apesgraduallyformamainmechanismcenteredonthebrainandhandsduringlabor.Thebraincanthinkandthehandscanoperate,whichmakespeopledifferentfromordinaryanimalsandbecome"advancedanimals".Onlywiththesubjectmechanismcanitbepossibletobecomeasubjectpersonwithpracticalcognitiveability,andhumanbeingscanpromotethemselvestobethesubjectofcognitionandtransformationoftheobjectiveworld,therebyturningtheobjectiveworldintoanobjectofhumantransformationandcognition.Tounderstandandtransformtheobjectiveworld,itisnecessarytohavetheabilityofthesubject.Humansocietyisaformofself-existencecreatedbyhumanbeingsinsocialpractice.
Starověká sociální výchova
Theemergenceofancientsocialeducationisdirectlyrelatedtothenaturalecologicalenvironmentwherepeoplelive.Itoriginateddirectlyfromthemostclosewayofearningalivingoftheancientancestors,soitscontentinvolvesallareasofsociallife."ZiziJunzhi"hasarecordoftheactualsociallifeoftheprimitiveclan:intheageofSuiren,theworldwasrichinwater,sopeopleweretaughttofish;intheageofMiXi,thereweremanybeastsintheworld,sohuntingwastaught.Combiningthelegendaryancienteducationwiththedisseminationandapplicationoflivelihoodtechnologywillhelpexplainthecharacteristicsofancienteducation.Atthesametime,theancienteducationinthelegendalsoreflectsthemaincharacteristicsoftheregionalclancultureatthattime,aswellasthemainformofknowledgeandculturecommunicationbetweentheclansandwithintheclans.
Rozvoj
Evropa
IntheWest,theoriginofeducationisgreatlyinfluencedbyreligiousorganizations:priestsrecognizetheimportanceofeducationSex,establishaschoolsystem.InEvropa,manyofthefirstuniversitieshaveaCatholicbackground.AftertheReformationinScotland,anewNationalChurchofScotlandwasestablished.
Čína
čínštinaeducationbeganwithčínštinaclassicalworks,notreligiousorganizations.Intheearlydays,Čínaappointededucatedofficialstomanagetheempire.TheimperialexaminationsystemusedtoselectofficialswasestablishedintheSuiDynasty,andEmperorTaizongoftheTangDynastyperfectedtheimperialexaminationsystem.
Attheendofthe19thcentury,pioneerssuchasHeZiyuanandQiuFengjiasucceededinestablishingnewschoolssuchasYunandongElementarySchool,TongrenSchool,XingminMiddleSchool,andShimaElementarySchools.Nationalconstructionhascultivatedalargenumberofvaluabletalents.Subsequently,Čína'smoderneducationsystemhasbeencontinuouslyimprovedandstrengthened.
Inthe1990s,Čína'seducationsystemhasundergonemajorchanges,andprivatecapitalhasre-enteredtheeducationfield.
Japonsko
TheoriginofJaponskoeseeducationiscloselyrelatedtoreligion.TheschoolisatempleforyoungpeoplewhowanttostudyBuddhismandbecomemonks.Later,childrenwhowanttolearnwillgoto"Tera-koya"(meaningtemplehut)tolearnhowtoreadandwriteJaponskoese.
Indie
Indiehasalonghistoryofinstitutionalizededucation.Accordingtoresearch,IndiehadaperfecteducationsystembeforetheriseofBuddhism.Themodernizationofitseducationcanbedividedintotwomajordevelopmentstages:thecolonialperiodandthepost-independenceperiod.ThecolonialperiodwastheinitiationstageofthemodernizationofeducationinIndie,including:thetransitionperiodfromtraditionaleducationtomoderneducation(1498~early19thcentury);theformationperiodofcolonialIndieneducationsystem,namelythewesternizationperiodofIndieneducation(early19thcentury~20thcentury)Thebeginning),theriseanddevelopmentofnationaleducation(thebeginningofthe20thcentury-independencein1947)threeperiods.Afterindependencein1947,Indieneducationentereditsstageofall-rounddevelopment.
Světové trendy ve vzdělávání ve 21. století
Inthepastfewdecades,thepercentageoftheilliteratepopulationwithoutanyschooleducationhasdeclined.From36%in1960to25%in2000.
Indevelopingcountries,thepercentageofilliteracyin2000wasonlyhalfofthatin1970.Indevelopedcountries,illiteracyhasalsodroppedfrom6%to1%,andthosewithoutschooleducationhavedroppedfrom5%to2%.
OnDecember3,2018,the44thplenarymeetingofthe73rdUnitedNationsGeneralAssemblywasheldattheUnitedNationsHeadquartersinNewYork.ThemeetingpassedaresolutiontodesignateJanuary24everyyearasInternationalEducationDay.
Definice
"Education"isaprocessinwhichknowledgeisusedasatooltoteachotherstothinkabouthowtousetheirowntocreatehighersocialwealthandrealizeself-worth.
Intheeducationcircle,therearevariousdefinitionsof"education".Generallyspeaking,peopledefine"education"fromtwodifferentperspectives,onefromthesocialperspectiveandtheotherfromtheindividualperspective.TheformerSovietUnionandmycountrygenerallydefine"education"fromasocialperspective,whileeducatorsintheUnitedKingdomandtheUnitedStatesgenerallydefine"education"fromanindividualperspective.Todefine"education"fromasocialperspective,thedefinitionof"education"canbedividedintodifferentlevels:
(1)Broadlyspeaking,allactivitiesthatenhancepeople'sknowledgeandskillsandaffectpeople'sideologicalandmoralcharacterIt'salleducation."Education"isregardedasasubsystemintheentiresocialsystem,whichdistributesandundertakescertainsocialfunctions.
Themostessentialunderstandingofeducationistheinculcationofknowledgeandbehavioralguidanceofpeople'sthoughtsbysociety;first,theobjectofeducationispeople;second,thecontentmustbebenignandmeaningful.Soastoenablethepeopletotransformsociety.
(2)Narrowsense:referstothesublimationoftheindividual'sspirit.Thisdefinitionemphasizestheinfluenceofsocialfactorsonindividualdevelopment.Defining"education"fromanindividual'spointofviewoftenequates"education"withanindividual'slearningordevelopmentprocess.
(3)Inamorenarrowsense,itmainlyreferstoschooleducation.Itmeansthateducatorshaveapurposeful,plannedandorganizedinfluenceonthebodyandmindoftheeducatedaccordingtotherequirementsofacertainsocietyorclass,andtrainthemtobecomeTheactivitiesofpeopleneededbyacertainsocietyorclass.Thismainlyreferstotheexam-orientededucationončínštinacampuses.
Educationisapracticalactivitythatpromotesthesocializationofindividualsandtheindividualizationofthesocietythatoccursunderacertainsocialbackground.
Ifitisdefinedaroundthebasicelementsofeducationalactivities,educationcanbedefinedaseducationreferstopeopleconsciouslytransmittinginformationtoothersthroughanumberofmethods,media,etc.,inthehopeofaffectingtheirspiritualworldorpsychology.Status,socialactivitiesthathelporhinderothersfromacquiringcertainconcepts,qualities,andabilities.Thoseintheformerrolearecallededucators,andthoseinthelatterrolearecallededucationalobjects.Thisdefinitionconformstoallhumaneducationalactivitiesandcanbeusedasthebasicdefinitionofeducation.
ContemporarypoetandculturalscholarZhangXiulinexplainedinthearticle"TalkingaboutEducation"asfollows:
Theso-callededucationshouldbetheteachinganddisseminationofsocialculture.Asforsocialculture,includingliberalartsandsciences,itshouldcontainthreelevelsofcontent.Thefirstlevelreferstohigh-levelculture,whichisabstractandinvisible,suchassocialpsychology,aesthetics,andvalue;thesecondlevelreferstotheconcretefromthefirstlevel,althoughthereisnoconcreteexistence,butitcanactuallyfeelAsfarasitsstructureandmodeofactivityexist,suchaspoliticalpoweranditsinstitutions;thethirdlevelreferstothesurfaceculture,thatis,thecultureofobjectsormaterialsthatisvisibleandtangible.Simplyput,itisspiritualculture,spiritualmaterializedculture,andmaterialculture.Thepurposeofeducationistoeducatepeople.Infact,itistoletpeopleacceptallkindsofusefulknowledge,inordertoabsorbanddissolvethisknowledge,sothatitcandirectlyaffectthesociety,orusethisknowledgeasthebasistosublimatenewknowledge.Namelydiscoveryandinvention.Theformerislikeaphysicalchange,andtherecipientislikeacontainerforthings,andthekindsofthingsthattheyreceivearestillthesamekindsofthings,buttheyhavechangedplaces,andthereissomeconfusion.Thisisprobablywhatweoftencallpracticaltalents——Skilledortechnicaltalents;thelatterissimilartochemicalreactionsandhasproduceddifferentandotherthings.Suchtalentscanmasterthefirst-levelculturewellandcaneasilyformtheirownuniqueacademicthoughts,concepts,andmethods.Thisisthecreativetalent.Theculturalinfluenceofacountryandnationintheworldismainlytheinfluenceofthefirst-levelcultureandcreativetalents.Thehighlydevelopedhumannervoussystemisthematerialbasisandprerequisitefortheproductionanddevelopmentofeducation.Itprovidescompletethinkingfunctionssuchasfeeling,memory,association,imagination,reasoning,etc.,sothatpeople'sconsciousnesscaninfluenceeachotherandspread.
Různé pohledy
Scholarsfromdifferentcountrieshavedifferentviewsonthedefinitionofeducation.
Aristotelés starověký Řecko řekl: "Vzdělání následuje přírodu."
PlatoofancientGreecesaid:"Educationistorestrainandguideyoungpeopleandcultivatetheirproperreason."
Američan Dewey řekl: "Vzdělání je život."
BritishSpencer řekl: "Vzdělávání připravuje život na budoucnost."
ČínaLiZhuangbelievesthat:"Educationistoforceorguidetheeducatedtoacceptspecificknowledge,rules,information,skills,skills,etc."
Confuciusattachesgreatimportancetoeducation.Heregardseducation,population,andwealthasthefoundationofthecountry.Thethreemajorelements.Hebelievesthatordinarypeopleshouldbeeducated,andtheseideasareabigstepforwardfromtheeraofslavery.Confuciusacknowledgedthatknowledgeandmoralityarecultivatedthroughlearning,andeducationisanimportantcauseofindividualdifferencesbetweenpeople.Therefore,hesaid:"Sexissimilar,andXiisfarfromeachother."Theideaof"similarsex"originated.
Pan TaoXingzhi: "Životní vzdělávání". Henoton zkoumá pouze teoreticky, ale také se snaží praktikovat civilní vzdělávání s duchem "být ochotný stát se velbloudem".
Mr.NieShengzhe:Excellencecomesfromteaching,andfamilyeducationisespeciallyimportant.Infact,familyeducationisthefoundationofwhetherapersoncangainafootholdinsocietyinthefuture.Intermsofthetotalamountofeducationinlife,theimportanceoffamilyeducationaccountsfor80%oftheproportion.Rodinná výchovaisnotthatcomplicated.Itislaboreducation.Twothings,doinghouseworkandlearningtoendurehardship,startwithsupporteducation.
ZengZi: "Cesta univerzity v MingMingde, v blízkosti lidí a končící v dokonalosti."
LuXun: "Vzdělávání buduje lidi." Vzdělávání dětí je především porozumění, vedení a osvobození.
CaiYuanpei:"Educationisabouthelpingtheeducatedpersontodevelophisownabilities,completehispersonality,andfulfillhisresponsibilitiesinhumanculture.Itisnotaboutcreatingakindofeducatedperson.Specialequipment."
TaoXingzhi:Educationisa"lifeeducation"basedonlifeandforthesakeoflife,trainingpeoplewiththeabilitytoact,thinkandbecreative.
HuangQuanyu:Vzdělávání"Důležité není nakládat auto, ale plnit palivovou nádrž."
ZhongQiquan: Vzdělání je základem „rozvoje studentů“ a „růstu osobnosti“.
QinWenjun:"Educationshouldbeadoor.Openitanditisfullofsunshineandflowers.Itcanbringconfidenceandhappinesstochildren."
TaoXingzhi: „Životní vzdělávání“, „Společnost je škola“, „Vyučování a společné jednání“.
Konotace
Vzdělání lze rozdělit na širší a užší smysl.
Educationinabroadsensereferstoallsocialpracticeactivitiesthatpurposefullyaffectthephysicalandmentaldevelopmentofpeople.
Educationinthenarrowsensereferstotheeducationofspecializedorganizations,thatis,schooleducation.Itincludesnotonlyfull-timeschooleducation,butalsohalf-time,amateurschooleducation,correspondenceeducation,publicationeducation,andbroadcastingschool.AndTVschooleducation.
Accordingtocertainsocialrealityandfutureneeds,itfollowsthelawsoftheyounggeneration’sphysicalandmentaldevelopment,purposefully,planned,organized,andsystematicallyguidestheeducatedtoacquireknowledgeandskills,cultivatesideologicalandmoralcharacter,Anactivitythatdevelopsintelligenceandphysicalstrengthinordertotraintheeducatedtoadapttotheneedsofacertainsociety(oracertainclass)andpromotesocialdevelopment.
Podstata
Vícenásobná kontrola podstaty vzdělání
(1)Konotace:Theso-calledessenceofeducationreferstoeducationasakindofsocietyThefundamentalfeaturethatdistinguishesactivitiesfromothersocialactivitiesisthequestionof"whatiseducation?"Itreflectstheinherentregulationofeducationalactivities,thatis,itsfundamentalcharacteristics.
(2)Čtyři pohledy na podstatu vzdělávání: teorie nadstavby; teorie produktivity; teorie speciálních kategorií; teorie více atributů.
(3) Pátý pohled na podstatu vzdělání: "teorie substituce vědomí":
TangZhenbelievesthattheessenceofculturaleducationmaybesummarizedas:usingwhatwehavealreadymasteredTheknowledgeaboutourobjectsandtheirrelationshipswillteachnewindividualshowtodealwithobjects.Itusesonekindofconsciousnesstochangeanotherkindofconsciousness,withthepurposeofcollision,running-in,penetrationandtransformationbetweenconsciousness,isakindofconsciousnesscoveringandeveneliminatinganotherkindofconsciousness,theprocessthatmaycauseindividualsuffering.Sincetheobjectsfacedbyanytwoindividualsaredifferent,therearedifferencesorconflictsbetweentheconsciousnessesobtainedfromdifferentobjects,andtherecipientsofculturalandeducationalactivitiesarealsorepellenttoacertainextent.Intherealsociety,inordertoweakentherejectionpsychologyoftherecipient,oneistolettheeducationactivitiesbemainlycarriedoutbetweentheeldersandtheyoung.Theelderly(orthosewhoacquireknowledgefirst)generallyoccupythestatusofeducators,whiletheyoung(orthosewhoacquireknowledgelater)lackknowledge,likeawhiteboard,andarethereforeeducated.Thesecondistoinducethemthroughutilitarianmethods.Forexample,inancienttimes,therewasacallforeducationgoalssuchas"learningandexcellence,"andtoday,"knowledgeiswealth",whichenablesthenormaldevelopmentofeducationalactivities.
Regardingthesubstitutionofconsciousness,thewriterSanZhusaid:Weforcechildrentoreplaceimaginationandcreationwithrotememorization,sowehavemanyYiZhongtians,butChenJingrunisfew,andeven10,000YiZhongtianscannotpickChenJingrun.
Culturaleducationchangestheindividual'schoiceorientationbychangingtheindividual'sconsciousnessspace.Humanbeingshaveenlargedtheconsciousnessspaceofindividualsthroughculturaleducation,andthusfoundashortcuttoteachindividualshowtochooseobjects.Humanculturalachievementsareattachedtotheconsciousnessofindividualsthrougheducators,shapingnewindividuals,andprovidingperspectivesandmicroscopesforindividualstopointtothefuture.
(4)Humaneducationissocialandpurposeful,whichisessentiallydifferentfromanimalinstincteducation.Theessenceofhumaneducationisapurposefulsocialactivityofcultivatingpeople.Mainlymanifestedinthefollowingthreepoints.First,educationisasocialphenomenonuniquetohumanbeings.Second,educationistotraintheeducatedconsciously,purposefully,andconsciously.Third,thereisarelationshipbetweentheeducator,theeducated,andtheinfluenceofeducation.
Theabovedefinitionofeducationnotonlyreflectstheessenceofeducation,butalsodistinguisheseducationalactivitiesfromotheractivities,suchaslearning,training,andpublicity,andcanberegardedasthebasicconceptofeducation.However,comparedwiththe"education"thatpeopleoftentalkabout,thescopeofthisdefinitionismuchnarrower.Traditionally,peopleregardlearning,education,training,andfundingtrainingaseducation,whichshowsthatinpeople’sconsciousness,thereisanothermuchlargerconceptofeducation,thatis,themacroscopicconceptofeducation.Itincludesnotonlybasicconceptsofeducation,training,learning,andotheractivitiesthatcandirectlyaffectpeople’squalityandabilities,butalsothoseactivitiesthat,althoughnotdirectlyaffectingpeople’squalityandabilities,cancontributetotheperformanceoftheprevioustypeofactivities.Theactivitiesthathelpandpromotetherolearewhatpeoplecallcultivationactivities.Macro-educationisactuallyequivalenttotraining,sothedefinitionoftrainingisalsothedefinitionofmacro-education.Onthebasisoftheabove-mentionedbasiceducationdefinition,removingthe"speciesdifference"thatcandistinguishlearning,trainingandotheractivitiesbecomesamacroscopiceducation(cultivation)definition:activitiesthatfocusonthequalityandabilityofpeople.
Theonlycharacteristicofmacro-educationis"focusingonthequalityandabilityofpeople",whichshowsthatjudgingwhetheracertainactivityiseducationornotistheresult.Inreality,notalleducationalactivitiescanachievethedesiredresults,andsomemayevenfail.Andsomeactivities,suchasresearchactivitiesandpublicityactivities,althoughtheycanaffectpeople'squalityandability,arenotgenerallyrecognizededucationalactivities.Whenpeoplelookattheirqualitiesandabilitiesfromadifferentstandpoint,theycantreattheirqualitiesandabilitiesfrombothprosandcons,anddevelopandstrengthencertainqualitiesandabilitiesofpeoplepositively,whileweakeningthenegativeones.,Inhibitcertainqualitiesandabilitiesofpeople.Humanqualitiesandabilitiescanbedividedintoinnateandacquired.Innate,likeotheranimals,arecreatedbynature'slong-termevolution.Acquiredisdividedintotwosituations.Oneiswhatpeoplegetinadvertently,orwhatpeopledonotdeliberatelyachieve;theotheriswhatpeoplecreatedeliberately,andthemacroeducationsummarizesalltheactivitiescarriedoutdeliberatelyonthequalitiesandabilitiesofpeople..
Theexistenceofmultipleconceptsinthewordeducationhasalonghistory.Thedescription(definition)ofthewordeducationinthe"ModernčínštinaDictionary"includestwoaspects.First,itexpressesthemacroscopiceducationalconcept-"thewholeprocessofcultivatingthenewgenerationtoprepareforsociallife".However,itusedthewordcultivationwhendescribingtheconceptofeducation,anditalsousedthewordeducationwhendescribingtheconceptofcultivation—"long-termeducationandtrainingaccordingtoacertainpurpose",whichissuspectedofcirculardescription(definition).Second,itexpressesthebasicconceptofeducation-"teaching,enlightenment",butatthesametimeitexpressesteaching-"educationguidance",whichissuspectedofcirculardescription(definition).Inthedefinition,thedefineditemcannotbedirectlyorindirectlyincludedinthedefineditem,otherwiseitwillformaloopdefinitionerror.Inthisregard,thedescriptionofthewordeducationinthe"XinhuaDictionary"doesnothavetheproblemofcirculardefinition.Thedescriptionofthewordeducationinthe"XinhuaDictionary"isalsodividedintotwoaspects.Oneis:"socialactivitieswiththedirectpurposeofinfluencingthephysicalandmentaldevelopmentofpeople".Itisobviousthatwhatisexpressedhereisamacroscopicconceptofeducation.Thesecondis:"tounderstandthetruth."Thisexpressiondistinguisheseducationfromtrainingactivities.Iwanttoexpressthebasicconceptofeducation.However,thisstatementcannotdistinguisheducationfromactivitiessuchaslearning,research,andpropaganda,becausetheseactivitiescanalsomakepeopleunderstandthetruth.Therefore,itisdebatabletoexpressthebasicconceptofeducationinthisway.
Themacroconceptsofeducationdescribedin"XinhuaDictionary"and"ModernčínštinaDictionary"arealsocallededucationinabroadsense.Correspondingly,educationinthenarrowsensegenerallyreferstotheeducationofspecializedorganizations.Schooleducationincludesvarioustrainingactivitiessuchaseducation,training,learning,andfunding.Therefore,schooleducationalsobelongstothecategoryofmacroeducation.Likeeducation,integratingmultipleconceptsinthesamefieldwillinevitablymakeitdifficulttoformaunifieddefinition.Therefore,whenpeopleuseorunderstandthewordeducationindifferentoccasionsandcontexts,theyneedtopayspecialattentiontoitsexactmeaning.
Vzdělávací funkce
Vzdělávací funkce,whichreferstotheefficacyandfunctionofeducationalactivities,isthequestionof"whatdoeseducationdo?"Thefunctionofeducationcanberoughlydividedinto:individualdevelopmentfunctionandsocialdevelopmentfunction.Therefore,theindividualdevelopmentfunctionofeducationcanbedividedintotwoaspects:theindividualsocializationfunctionofeducationandtheindividualindividualizationfunction.Thefieldsofsocialactivitiesmainlyincludeeconomic,politicalandculturalaspects,sothesocialdevelopmentfunctionofeducationcanbedividedintotheeconomicfunction,politicalfunctionandculturalfunctionofeducation.
Hlavní funkce vzdělávání jsou:
(1)Themostimportantfunctionofeducationistopromoteindividualdevelopment,includingindividualsocializationandindividualization.
(2)Themostbasicfunctionofeducationistoaffectthechangesinthesocialtalentsystemandeconomicdevelopment.Theeconomicfunctionsofmodernsociety'semphasisoneducationmainlyinclude:providingagoodbackgroundforthesustainedandstabledevelopmentoftheeconomy;improvingthepotentiallaborcapacityoftheeducated;andformingconcepts,attitudesandbehaviorsthatadapttomoderneconomiclife.
(3)Thesocialfunctionofeducationistotraintalentsforthecountry’sdevelopmentandservethecountry’spoliticalandeconomicdevelopment.
(4)Themostfar-reachingfunctionofeducationistoinfluenceculturaldevelopment.Educationmustnotonlytransmitculture,butalsomeettherequirementsofthecontinuationandrenewalofcultureitself.
Fromthedefinitionofeducation,itcanbeseenthateducatorsplayaleadingroleineducationalactivities,planningandmanagingthedirectionandgoalsofeducationalactivities,andthecontentandmethodsoftransmittinginformation.Thereareseveralfactorsthateducatorsarewillingtoteach,oneofwhichstemsfromtheself-interestofpeople.Humansaresocialanimals.Everyonewantseffectivesupportandhelpfromothers.Iftheabilityofthosewhocansupportandhelpthemselvesisinsufficient,thebenefitswillbelimited.Iftheabilityofpeoplewhocanhelponeselfisimprovedthrougheducation,thebenefitscanbeexpanded.Thesecondisbecauseofhumanaltruism,hopingthatotherscanlivebetterbyreceivingeducation.Thethirdcomesfromhumancompetition.Competitivenesshastwoaspects.Ontheonehand,educationisusedtostrengthenone'sowncompetitiveness,andontheotherhand,educationisusedtoweakentheother'scompetitiveness.Educatorsoftenclaimthattheireducationisjustified,butfactshaveprovedthatthisisnotentirelythecase,suchasthede-sinicizationeducationoftheTaiwanindependenceforcesandtheenslavingeducationofthecolonialpeoplebythecolonialauthorities.
Ineducationalactivities,educatorsdon’tnecessarilyhavetoface-to-facetodeliverinformationtotheeducated.Theycanusevariousmethodsandmedia,andeventhroughothers.Andthisotherpersonisnotnecessarilyaneducator,becausetheeducatortransmitsinformationforthepurposeofchangingotherpeople'sconcepts,qualities,andabilities.Anyonewhoreceivesitsinformationandconveysitsintentionistheobjectofitseducation.
Hodnota
Basicnine-yearcompulsoryeducation,thevalueliesinsolvingtheproblemsofmoraleducation,intellectualeducation,physicaleducation,aestheticeducation,laboreducation,scienceeducation,etc.Primitiveenlightenment.Promoteandhelptheeducatedpeoplehavethebasicskillstoacceptandacceptsociallife.
Subsequentsecondaryschools,universities,andothersecondaryandhighereducation,thevalueistosolvetheeducatedpopulationwithbasicscientificresearch,practice,experimentation,experimentation,imitation,innovationandenlightenment.Promoteandhelptheeducatedpeopletopossessandacceptthebasicskillsofscientificinventionandcreation,suchasspecialization,industrialization,standardization,andinformatization.
Thevalueofvocationaleducationandtrainingistoprovideasteadystreamofskilledtalentsforsocialindustrialization,industrialization,andeconomicdevelopment.Encourageandhelptheeducatedpeopletounderstandthejobtechnology,takeupemploymentaftertraining,acceptandapplyforvariousprofessionalpositions,andobtainbasicjobskills.
Thereisačínštinasaying:tenyearsoftrees,ahundredyearsoftrees.Itrevealsthefundamentalvalueofeducation,whichistoprovidethecountrywithtalentswithloftybeliefs,noblemorals,honestyandlaw-abiding,exquisiteskills,knowledgeabletalents,andmulti-specialties,soastocreatescientificknowledgeandmaterialwealthforthecountry,forthefamily,andforthesociety,andpromoteEconomicgrowthpromotesnationalprosperityandpromotesworldpeaceandhumandevelopment.
Typ vzdělání
Rodinná výchova
Rodinná výchovaisgenerallyconsideredtobetheeducationcarriedoutbyparents(thefirstofwhichareparents)totheirchildreninfamilylife.Thatis,parentsconsciouslyusetheirownwordsanddeedsandfamilylifepracticestogivetheirchildrenacertaineducationalimpactonsocialactivities.Accordingtomodernconcepts,itincludes:mutualinfluenceandeducationbetweenfamilymembers(includingparentsandchildren,etc.)inlife.ThefamousclinicalpsychologistHaoBinoncesaid:"Rodinná výchovaisthefoundationandstartingpointoftheentireeducationoflife."Indeed,familyeducationisthekindofeducationthathasthedeepestimpactonaperson'slife.Itdirectlyorindirectlyaffectstherealizationofaperson'slifegoals.Rodinná výchovaisanimportantpartofthetrinityeducationnetworkofsociety,family,andschool,anditisincreasinglyvaluedbyallsectorsofsociety.
Výchova v ranném dětství
Výchova v ranném dětstvímainlyreferstotheeducationimplementedforchildrenaged3to6yearsold.Výchova v ranném dětstvíisthesecondhalfofpreschooleducationorearlyeducation.Thefrontpartisconnectedwiththeeducationofinfantsaged0to3yearsold,andthebackpartisconnectedwithelementaryeducation.Thisisanimportantandspecialstageofaperson'seducationanddevelopment."Important"referstotheperiodwhenaperson’sdevelopmentisthefoundation,andmanyimportantabilitiesandpersonalitytraitsformbasiccharacteristicsduringthisperiod;Andyoucanstartthetransitionalperiodoflearninganddevelopingaccordingtotheneedsofsociety.
Formální vzdělání
Social,grouporprivatecoursestoeducatepeople,usuallyyoungpeople.Formální vzděláníisrelativelysystematicandcomplete.Theformaleducationsystemimpartsidealorvaluableknowledge,butsometimesabusesoccur.
Vzdělávání dospělých
Thesignificanceofadulteducationisthesystematicandcontinuouslearningactivitiescarriedoutbypeoplewhobeartheroleofadultsocietyinordertopromotechangesinknowledge,attitudes,valuesandskills.(Darkenwald&Merrian,1982,P.9)Intheearlydays,itwasrecognizedastheonlyactivitytoeradicateilliteracyandteachthepeoplebasicreading,writing,andarithmeticskills,andgraduallyexpandedtomeettheneedsoftechnologicalchangestoimprovepersonalknowledgeandabilities.
Higherself-studyeducation:fortheworkingpopulation,becausetheworkrequiresacademicqualificationsandnotimeforfull-timelearning;self-studyduringworkisaneducationmethodthatpassesthenationalexam.
Openeducation:Centeringonstudentsandlearning,cancelandbreakthroughtherestrictionsandbarrierstolearners.Therearenottoomanyrestrictionsontheage,occupation,region,etc.oftheenrollees.StudentsareMediausehasacertaindegreeofautonomy,andstudentscanalsodecideonlearningmethods,learningprogress,timeandlocationaccordingtotheirneeds;face-to-faceinstruction,multiplemediateachingmaterialsandmoderninformationtechnologymethodsareusedinteaching.
Dálkové studium
ThemethodofteachingthroughtheInternetandothermethods.
Lifelongeducationoradulteducationisverypopularinmanycountries."Education"isalsoregardedasamatterforchildren,andadulteducationisoftenbrandedas"adultlearning"or"lifelonglearning".
Seznam kategorií
· LifeCareEducation
·FilialtyEducation
· Morální výchova
·Prenatální výchova
·Předškolní vzdělávání
·Výchova dětí
· Klasická výchova
·Základní vzdělání
·Středoškolské vzdělání
·Vysokoškolské vzdělání
· Absolventské vzdělání
·PregraduateEducation,UniversityEducation
.Počítačové vzdělávání
·Vyšší odborné vzdělání
· Specializované vzdělávání
·Povinné vzdělávání
·Celoživotní vzdělávání
·Odborné vzdělávání
·Vzdělávání dospělých
·OpenEducation
·Pokračující vzdělávání
·CadreEducation
·Dálkové studium
·Korespondenční vzdělávání
·Práce-studiumvzdělávání
· Matematická výchova
·Jazyková výchova
·Čtenářská výchova
·ScienceEducation
·InformaceVzdělávání
·Vzdělávání společenských věd
·Umělecké vzdělávání
· Rodinné vzdělávání
·Speciální vzdělání
·Dárkové vzdělávání
·RemedialEducation
·Sexuální výchova
·One-to-OneEducation
p>Vzdělávací instituce
·Školka
·Mateřská školka
·Základní škola
·Juniorhighschool
.Střední odborná škola
·Střední škola
·Senior Odborná škola
·Technická univerzita
·Technická škola
·Univerzita
·Vysoká škola
·Výzkumný institut
·AdvancedTrainingClass
·Tréninková třída
·Cramschool
Metoda vzdělávání
Úroveň
Theenvironmentofeducationcanbedividedinto:politicalenvironment,familyenvironment,schoolenvironment,socialenvironment,andecologicalenvironment.
Thegoalofeducationcanbeunderstoodasstartingfromthepursuitofpersonalsurvivalskills,tothepursuitofnationalinterests,nationalinterests,andthecontinuedscientific,happyandsafehigh-techofmankindtobenefitmankind.Thereisnoend!
Vědecké vzdělávání je trojrozměrné a dělí se do čtyř úrovní: školní vzdělávání, rodinné vzdělávání, sociální vzdělávání a sebevzdělávání.
Školní vzdělávání: Odkazuje na vzdělávací chování za účelem zlepšení IQ (IQ) studentů.
Rodinná výchova:referstotheeducationalbehaviorforthepurposeofimprovingtheemotionalquotient(EQ)ofstudents.
Socialeducation:referstotheeducationalbehaviorforthepurposeofimprovingstudents'moralquotient(MQ).
Self-education:Anindividual'seducationalbehaviorforthepurposeofimprovingtheoverallqualityoftheindividual.
Thefourlevelsblend,overlapandcomplementeachother,formingacompleteeducationsystem.
Theteachingmaterialinthenarrowsenseisthetextbook.Textbookisthecoreteachingmaterialofacourse.
Educationreferstothesystematiceducationandtrainingofeducatedpersonsinaccordancewiththeneedsofthesocietyundercertainsocialconditionsinanorganized,purposeful,andplannedmannertodeveloptheirphysicalandintellectualactivities.
Generallyspeaking,educationreferstocampuseducation,withgeneralregionalornationalstandardtextbooks,designatedteachers,dictationintheclassroom,supplementedbyblackboardandhomework,combinedwithtestsandspotchecks.,Mid-termandfinalexams,plusentranceexams,andthenenteracareer.Intheeraofadvancedinformationtechnology,advancededucationwillnolongerusebackward,high-cost,andinefficienteducationalmethodssuchasprivateschoolsandone-on-one!Interaction,happiness,schooldesignation,andstudents'self-selectedcoursesareallrelativelyadvancededucationaltechnologymethods.Asforcaseteaching,itisarelativelysuccessfulmethodinvocationaleducation.Withthehelpofinformatization,thevarioustechnicalandmanagementproblemsthatmaybeencounteredineducationaredescribedmoreaccurately,sothatmoretalentscanlearnandacceptscientificknowledgeandmaterialsfaster,more,andthroughouttheirlivesundertheconditionsofadvancededucationtechnology.wealth.
Rytmus
0-3 roky: kultivovat v rámci vnitřního řádu a tréninkový cíl je zaměřen na "zaměření";
3-9 let:implantujteprincipdůvodu,cíl školení je založen na "zájmech";
9-12 let: implantovat logické myšlení a tréninkový cíl je založen na "přesnosti";
12-18 let:rozšiřte azvětšete formu,Cíl školení je založen na "porozumění";
18-21 let: vstřikujte inovaci motivaci a tréninkový cíl je založen na "praxi";
implementace
Teach,dowhatisdonefromthetop,nurture,adoptanddogood.ThemethodtaughtbyXuShenintheEasternHanDynasty's"ShuWenJieZi"istogoupanddown.Forexample,whenparentsteachtheirchildrenfilialpiety,theymustdoitthemselves,andtheirchildrenwillnaturallydoit.Byextension,toteachothers,youmustfirstcultivateyourselffirst,doitfirst,andthenuseyourexampletoinfluencepeople,andevenachievetheeffectofself-teaching.Education,theancestorsbelievedthattheprimarypurposeofteachingandeducatingpeopleistomakechildrenagoodperson,notjusttolearnknowledgeandprofessionalskills.Whatisgood?Whatisthestandardofgoodness?Ifthepersonengagedineducationdoesnotknowthestandardinhismind,theneducationwilldefinitelynotbeperfect;ifheknowsthestandardofgoodness,hecangraspeveryopportunityforeducation.
Existují nevýhody
1.Educationalinequality,theoppositionofeliteeducationandmasseducation.
2.Thesharpoppositionbetweentheidealisticeducationofthefamilyandtheschoolandtherealismeducationofthesociety.
3.Educationunderprivateownershiphasfailedtosolvetheproblemofpeople’sbeliefs.
4.Exam-orientededucationandsocialutilitarianismleadtolackofspirituallevel.Studentscan’tgetanypsychologicalcatharsisunderthepressureofexams.Parentshopetobecomefanaticsunderthementalitythatthecollegeentranceexaminationiskingandhopetheirchildrenwillbecomeadragon.Theoutstandingscoresofexam-orientededucationgivestudentsthemoraleducationandpsychologicaleducationtheyshouldhave.,Legaleducationtakesthesecondplace.Educationisfarfrombeingassimpleasexams.
5.Thenatureofparentaldictatorshipoffamilyeducationandtherelateddomesticviolenceissues,educationsciencecannotbedirectlyimplementedinthefamily.
6.Thestrangulationofstudents’personalitybyschooleducationandthedeprivationoftheirfreedom(suchaslove)violateshumannature.Learningcannotbecombinedwithlabor,butratherwithexams.Whileincreasingstudentknowledge,intentionallyorunintentionallyreduceotherelementsnecessaryforcreativity.
7.Thelarge-scalenatureofsocialeducationhascausedmanysocialproblems.Cannotbeeffectivelycombinedwithschoolandfamilyeducation,seamlessconnection.
8.Theindustrializationofeducation(privatization)deprivesteachersthemselvesandseriouslydamagestheequalityofeducation.
9.Teachersfailtofulfilltherealresponsibilityofpreachingandsolvingpuzzlesbykarma,norcantheytrulyteachstudentsinaccordancewiththeiraptitude.
10.Thesocialfunctionofeducationisnotinterrelatedwiththesolutionofothersocialproblems,suchastheagingproblem.
11.Je třeba zavést kvalitní vzdělávání.
Pohled na marxistickou výchovu
Sincethe1840s,manyworksofMarxandEngelshaveputforwardthepreliminaryprinciplesofPohled na marxistickou výchovu(forexample,"DasKapital"Volume1,Chapter13;"GermanIdeology"Volume1,Part1;"CritiqueoftheGothaProgram"Part4;"BasicPrinciplesofCommunism").Itisonthisbasisthatamoresystematiceducationaltheoryhasbeengraduallyformed.TheOctoberRevolutionanditsneedforthepracticeofMarxisteducationgreatlypromotedthedevelopmentofthistheory(Lenin,Krupskaya,Bronsky,Makarenko).Infact,Marxisteducationtheoryisbasicallyapracticaltheory.SomeimportantfigureswhohavecontributedtothisareBebel,Jaures,Zeitkin,Liebknecht,Gramsci,Langevin,Wallen,andSef.Manyresearchersarecurrentlyworkingonfurtherdevelopingthistheory.
Hlavní součásti této teoretické oblasti jsou následující:
(1)CompulsoryfreepubliceducationshallbeimplementedforallchildrentoensuretheeliminationofculturalorintellectualmonopolyandtheeliminationofeducationAllkindsofprivileges.Intheoriginalstatement,thiscanonlybeaneducationrunbyvariouspublicinstitutions.Atthattime,itwasmentionedtopreventthepoorlivingconditionsoftheworkingclassfromhinderingtheall-rounddevelopmentofchildren.Later,othergoalswereclearlyputforward,suchastheneedtoweakentheroleofthefamilyinsocialreproduction,thetrainingofchildrenonequalterms,andtheuseofsocializedgrouppower.Undoubtedly,themostsuccessfulrevolutionaryeducationexperiments,fromtheMakarenkoschooltotheCubanschool,wereallcarriedoutinaccordancewithsocialprograms.
(2)Combiningeducationwithmaterialproduction(orinMarx’swords,combiningintellectualeducation,physicaleducation,andproductivelabor).Thegoalincludedhereisneithertoconductbettervocationaltrainingnortoinculcateprofessionalethicsrepeatedly,buttoeliminatethehistoricalformationbetweenmanualandmentalwork,betweenconceptsandpracticesbyensuringthateveryonefullyunderstandstheproductionprocess.difference.Althoughthetheoreticalcorrectnessofthisprincipleiswidelyacknowledgedbypeople,itspracticalapplicationraisesmanyquestions(manyfailedoronlypartiallysuccessfulexperimentsprovethis),whichisintherapidchangeofscienceandtechnology.Thisisespeciallytrueundertheconditions.
(3)Educationmustensuretheall-rounddevelopmentofpeople.Withtherecombinationofscienceandproduction,peoplecanbecomeproducersinthefullsense.Onthisbasis,allpeople,menandwomen,canachievetheirpotential.Inthisway,aworldthatcanmeetuniversalneedswillemerge,enablingindividualstofullydisplaytheirabilitiesinallaspectsofsociallifesuchasconsumption,entertainment,culturalcreationandenjoyment,participationinsociallife,interpersonalcommunication,andself-realization(self-creation).Therealizationofthisgoalrequiresachangeinthesocialdivisionoflabor,whichisanarduoustaskthatisonlyinthepioneeringstagesofar.
(4)Societyhasbeengivenahugenewroleintheeducationprocess.Thischangeintheschool’sinternalgrouprelationship(fromcompetitiontocooperationandsupport)meansthattherelationshipbetweentheschoolandsocietywillbecomemoreopen,anditispremisedonthemutualpromotionandactivecooperationofteachingandlearning.Thetheoryoutlinedabovedoesnotend.Therearestillmanydilemmasintheinterpretationoftheabove-mentionedprinciplesorthepracticebasedontheabove-mentionedprinciples.AmongMarxistsandbetweenMarxistsandnon-Marxists,thefollowingissuesarebeingdebated:theissueofhumanpersonality;theissueof"natureandeducation";schoolandeducationarewithinthescopeofpopularsocialdeterminismThepossibilityofinnovation;andtherelativeimportanceofthecontent,methods,andstructureofeducationinpromotingsocialchange.
Bibliografie
1.M.W.Appel:"IdeologyandSchoolCurriculum",1979Angličtina.
2.OBebel:"WomenandSocialism"(1879),1886Angličtina.
3.P.BourdieuandJ.C.Passeron:"The ReproductionofEducation,SocietyandCulture",1979Angličtina.
4.S.BowersandH.Kintis: "Vzdělávání v Kapitalistické Americe", 1976 v angličtině.
5. ZisusaFoji: "Společnost ve formování", 1979 angličtina, kapitola 4.
6. Paul Frere: "Pedagogika utlačovaných", 1970 v angličtině.
7.AntonioGramsci: "Alternativní vzdělávání", 1973 italská edice.
8. JeanJaures: "Socialismus a vzdělávání", 1899 Francouzská edice.
9. Paul Langevin: "ThoughtsandActions", Francouzská edice v roce 1950.
10. FrederickLenin: „O otázkách politiky ministerstva národního školství“ (1913), v angličtině v roce 1963.
11.Tamtéž.Autor:"TaskoftheYouthLeague"(1920),anglická verze1966.
12.Tamtéž.Autor:"Názor na Náčrt komplexního technického vzdělávání Najieshidy Konstantinovny" (1920), 1966 v angličtině.
13.D.Lindenberg:"CommunistInternationalandClassSchool",francouzská edice v roce 1972.
14.M.A.Manacorda: "MarxandModernPedagogika", 1966 italská edice.
čínštinaLaw
InApril1986,Čínapromulgatedthe"CompulsoryEducationLawofthePeople'sRepublicofČína."ThisisthefirsttimethatČínahasfixedfreeandcompulsoryeducationintheformoflaw,whichmeansthat"childrenandteenagers"ofschoolagemustreceive9yearsofcompulsoryeducation.TheformulationoftheCompulsoryEducationLawmarkedanewstageinthedevelopmentofČína'sbasiceducation.Althoughthereareonly18articles,"thestateimplementsnine-yearcompulsoryeducation"hassincebecomealegalobligation.
Thelatest"LawofthePeople’sRepublicofČínaonCompulsoryEducation"hasbeenrevisedandadoptedatthe22ndmeetingoftheStandingCommitteeoftheTenthNationalPeople’sCongressofthePeople’sRepublicofČínaonJune29,2006.Since2006ItwillcomeintoeffectonSeptember1.Aftertwoyearsoftransition,Čínahasimplementedaveritablecompulsoryeducationnationwideinthefallof2008.
Compulsoryeducationisanationaleducationthatmustbeacceptedbyschool-agechildrenandadolescentsandmustbeguaranteedbythestate,society,andfamiliesinaccordancewiththelaw.Itsessenceisasystemofcompulsoryeducationforschool-agechildrenandadolescentsimplementedbythestateforacertainnumberofyearsinaccordancewiththeprovisionsofthelaw.Compulsoryeducationisalsocalledcompulsoryeducationandfreecompulsoryeducation.Compulsoryeducationhasthecharacteristicsofcompulsory,freeanduniversal.
Čína'sCompulsoryEducationLawstipulatesthattheperiodofcompulsoryeducationisnineyears.ThisregulationisinlinewithČína'snationalconditionsandisappropriate.TheactualsituationofČína’scompulsoryeducationsystemmainlyincludesthe"six-threesystem"(thatis,thesix-yearsystemforprimaryschoolandthethree-yearsystemformiddleschool),the"five-foursystem"(thatis,thefive-yearsystemforprimaryschoolandthefour-yearsystemformiddleschool)andthe"nine-yearsystem".Consistentsystem"threeeducationalsystems.Amongthem,afewareasimplementeight-yearcompulsoryeducation,thatis,five-yearprimaryschoolandthree-yearhighschool.However,theseareasarealsorushingtorealizethetransitionfromtheeight-yearsystemtothenine-yearsystem.FromtheperspectiveofČína'seducationalsystem,nine-yearoreight-yearcompulsoryeducationincludestwostages:elementarycompulsoryeducationandelementarysecondarycompulsoryeducation.School-agechildrenandadolescentswhocompletenineoreightyearsofcompulsoryeducationincompulsoryeducationschoolsaccordingtoregulationscanreachtheeducationallevelofjuniorhighschoolgraduation.
Účel
Thepurposeofeducationisproposedandformulatedbypeople,anditreflectspeople'ssubjectivewill.Becausepeopleholddifferentvaluesforeducation,differentopinionsareformedonissuessuchasthebasisforformulatingeducationalgoals.Fromthelevelofgeneraleducationtheory,thecoregoalofeducationistostimulatestudents'inherentpotential,sothatallaspectsofitcanbefullydeveloped.
Veřejné investice
TheEleventhFive-YearNationalEconomicandSocialRozvojofthePeople’sRepublicofČínaapprovedbytheFourthSessionoftheTenthNationalPeople’sCongressThe"OutlineofthePlan"stipulates:"Ensurethatthegrowthrateoffiscaleducationexpenditureissignificantlyhigherthanthatofregularfiscalrevenue,andgraduallyincreasetheproportionoffiscaleducationexpendituretoGDPto4%."Thismeansthat"4%"Therealizationofthegoalwaspostponedfrom2000to2010.The"OutlineoftheNationalMediumandLong-termEducationReformandRozvojPlan"formulatedin2010pushedthisgoalto2012.
From1993to2012,thefigureof4%waslikeasensitivenerve,affectingallaspectsofareformingcountry.Whenthe4%targetwasproposedin2000,aUNeducationofficialoncesaidthatČína’semphasisoneducationis“notasgoodasthatofimpoverishedUganda.”Forthis,LiLanqing,theformerVicePremieroftheStateCouncil,waspointedoutinpersonthat"thegovernmentisnothingtosay."
ThegovernmentworkreportattheFifthSessionoftheEleventhNationalPeople’sCongressinMarch2012statedthatthecentralgovernmenthaspreparedbudgetsbasedonthenationalfiscalexpendituresforeducationaccountingfor4%ofGDP,andlocalfinancesAlsoarrangeaccordinglytoensurethatthisgoalisachieved.
Rozvoj
Providechildrenwitheducationinanatmosphereofprogress,integration,perseverance,friendship,andgratitude,aimingtocreateahealthyandindependentcharacterfortheonlychildinČína,andcultivatechildren'sexcellentLearningandlivinghabits,helpingthembuildacorrectoutlookonlife,valuesandasoundpersonalityastheirownresponsibility.
Odborná příprava
Everythingshouldfollowitsobjectivelaws.Violationofthelawswillbepunishedbythelaws,especiallyineducation.Comparedwithbasiceducation,vocationaleducationhasitsowncharacteristics.Tosumup,theessenceofvocationaleducationshouldincludeatleastfouraspects:oneispeople-oriented,theotheristeachingstudentsinaccordancewiththeiraptitude,thethirdisscientificmanagement,andthefourthisculturalshaping.
People-oriented,oneistofullymobilizetheenthusiasmofallfacultyandstaff,toformastrongatmosphereoftakingtheschoolashome,teachingforpleasure,andhonoringtheteacher;Establishthestudent'sdominantpositionandgivefullplaytothestudent'sdominantrole.Forexample,someschoolsallowstudentstoserveasheadteachersandassistantprincipals.Activelyandscientificallyanddemocraticallyparticipateinthemanagementofschoolaffairsisaveryinnovativeattempt.Itcannotonlycultivatestudents'senseofmasteryandparticipation,butalsoimprovetheirworkabilityandability.Managementlevel,whichinitselfisoneoftheimportantcontentsofvocationaleducation.
Teachingstudentsinaccordancewiththeiraptitudeistofocusonthespecificsituationofthestudents,donotcopyorbedogmatic,andtakecoursesthatthestudentsunderstand,learn,areinterested,andcanuseaftergoingout.Pickedpeaches".Longitudinalcomparisonsarealwaysprogressing,andthereisnoneedtocompromiseforperfection;horizontalcomparisonshavetheirownstrengthsandjudgmentsareeclectic.Simplyput,studentsarenotproductsontheassemblyline,andcannotbeproducedinabrasives.
Preaching,teaching,solvingpuzzles,andshapingthesoulofpeoplearethefundamentaldutiesoftheschool.Therefore,asfaraseducationisconcerned,scientificmanagement,"management",isthesimplest,andcompulsoryisenough,andmilitarizationisatypicalexample."Reason"isthemostdifficultandrequiresthewisdomofmanagers.Infact,thecoreof"management"doesnotcareabout"management"but"reasoning",clarifyingdirections,clarifyingideas,rationalizingmethodsandsteps,andarrangingascientificpathforstudentstogrowanddevelopinthefuture.Fromaphilosophicalpointofview,thisItisamatterofworldviewandmethodology.
Psaní na papír, vytváření pravidel pro každého, to je systém; bez psaní na papír, bez vytváření pravidel, každý ví, jak to udělat, toto učení.
Seznam zákonů
TheEducationLawofthePeople’sRepublicofČína
TheCompulsoryEducationLawofthePeople’sRepublicofČína
TheVocationalEducationLawofthePeople’sRepublicofČína
LawofthePeople'sRepublicofČínaonthePromotionofPrivateEducation
Relevantní zákony o vzdělávání
TheLawofthePeople'sRepublicofČínaontheProtectionofMinors
ThePeople'sRepublicofČínaonPreventionofMinorsCriminalLaw
TheNationalCommonLanguageLawofthePeople’sRepublicofČína
Správní předpisy o vzdělávání
InterimRegulationsonWork-studyProgramsinPrimaryandSecondarySchoolsacrosstheCountry
StateCouncilProvisionalRegulationsonLevyingAdditionalEducationFees
Zákaz používání dětské práce
Pravidla pro odměny za dosažené výsledky
Předpis o výchově pro osoby se zdravotním postižením
Předpis o kvalifikaci učitele
LocalEducationRegulations
HebeiProvince’sRegulationsontheApplicationofčínštinaLanguageandCharacters
HebeiProvince’sMeasuresfortheImplementationofthe"CompulsoryEducationLawofthePeople’sRepublicofČína"
HebeiProvince’sImplementationofthe"čínštinaMeasuresoftheTeachersLawofthePeople’sRepublicofČína
MeasuresofHebeiProvincetoimplementthe“VocationalEducationLawofthePeople’sRepublicofČína”
MeasuresofHebeiProvincetoimplementthe“LawofthePeople’sRepublicofČínaontheProtectionofMinors”
HebeiProvinceon-the-jobemployeeeducationregulations
HebeiProvinceCompulsoryEducationFundingandUseManagementRegulations
EducationAdministrativeRegulationsandOtherNormativeDocuments
Předpisy pro práci v mateřské škole
Předpisy o řízení primární školy
Prozatímní předpisy pro speciální školy
InterimRegulationsforMigrantChildrenandAdolescentstoSchool
Předpisy o knihovně (místnosti) primární a základní školy
Regulationsonlaboratoryworkinprimaryandsecondaryschools
Regulationsonthepublicationanddistributionofgeneralprimaryandsecondaryschooltextbooks
Regulationsonthepublicationanddistributionofaudiovisualtextbooksingeneralprimaryandsecondaryschools
>RegulationsofAudio-visualEducationinElementaryandSecondarySchools
InterimRegulationsontheWorkofHeadTeachersinMiddleSchools
InterimRegulationsonCampusEnvironmentalManagementofPrimaryandSecondarySchools
InterimMeasuresfortheManagementofChargesinGeneralSeniorMiddleSchools
Finanční systém základních a středních škol
InterimRegulationonEducationalSupervision
ExemplaryHighSchoolAssessmentandAcceptanceStandards
ProvisionsonContinuingEducationforPrimaryandSecondarySchoolTeachers
ProvisionsontheTrainingofPrimaryandSecondarySchoolPrincipals
TrialRegulationsonthePositionsofPrimaryandSecondarySchoolTeachers
TrialRegulationsonthePositionsofSecondarySchoolTeachers
Specialisté ve vzdělávání
Obecná didaktika
Pedagogika
.Vzdělávací inovace
.EducationalHodnota
·Vzdělávací filozofie
·EducationalBasicTheory
·Vzdělávací právo
·Vzdělávací management
·Informační technologieVzdělávání
· Vzdělávací technologie, Vzdělávací inženýrství
·Vzdělávací technologie
·Ekonomika vzdělávání
·Vzdělávací psychologie
·Vzdělávací sociologie
·VzdělávacíFuturologie
·Školní hygiena
·PorovnáníVzdělávání
· Vzdělávací statistika
· Vzdělávací komunikace
·Vzdělávací výhody
·Technologie výuky
·Předškolní vzdělávání
·EducationalEvaluation
Odborná kvalifikační zkouška
TheteacherqualificationexaminationisanofficialqualificationforteacherssetbytheExaminationCenteroftheMinistryofEducationtakeanexam.
DifferencesbetweenČínaandtheWest
Západníeducationismostlybasedonhumanisticideasandcultivatespeople'spracticalandanalyticalskillsfromanearlyage.Encouragefreedomofthoughtandberesponsibleforyourownwordsandactions.Theroleofteachersismainlytoguidethem.Theyareoftenlikefriendstodiscussproblemswithstudents.Forstudents’questions,theyoftenrefertothelibrarytoletstudentsfindmaterialsandmaketheirownjudgments,andtrynottoinfluencethemasmuchaspossible.Students'independentthinking.ThehomeworkthatelementaryschoolstudentsinEvropaanandAmericancountriesoftendoisanexperimentreport.Whatdidyoustudy,howyoudidit,whatyouobserved,whatresultsandconclusionsyouhave,andwhatliteratureyoureferto.Theresearchobjectsandproblemsareverysmall,oftenjusttherollingofapencil,thedissolutionofsugarandsalt,andsoon.(Theimportantthingisnotthebigandthesmall,buttheway!).Itprotectstherootofhumancreativitytothegreatestpossibleextent-thefreedomandautonomyofthought.(Ithinkthatthereasonwhyhumanbeingsdominateinthisworldisbecauseofhumancreativity!Humanscreatetoolsandusethem.Amongtheknowncreatures,onlyhumansandchimpanzeeshavethebehaviorofcreatingtools)ThisiswhymoderntimesandThemainreasonwhymostmoderninventionsanddiscoveriesappearedintheWest.Similarly,italsohasshortcomingsandlimitations.Itfocusesonanalysisandlacksthecultivationofcomprehensivethinkingskills.Analysisislikearay.Oncethedirectionisdetermined,itwillgoonstepbystep,withlittlereflectiononthestartingpoint;it"lovesthenewanddislikestheold",attachesimportancetoindividualinnovation,andoftenignorestheaccumulationofexistingknowledgebytheindividual.TheU.S.SecretaryofEducationalsosaid:"Ourcountry’seducationisacompletefailure.Weteachpeopletobecomemeatmachines."ThisisbecauseZápadníeducationlackstheabilitytocultivatecomprehensivethinkingandlateralthinking(lateralthinking-peopleThefundamentaldifferencewiththecomputer,forexample:Therearetenyuanoroneyuan,whichoneshouldyoutake?Onethattakestenyuanoroneyuanisverticalthinking;theonethattakesbothornoneishorizontalthinking).
ThemainbodyofčínštinaeducationhasalwaysbeenexpressedthroughConfucianism.BecauseConfucianismhastheideaof"loyaltyandfilialpiety,"thoseinpowerdelegateeducationworktoConfucianisminordertofacilitatetherule.ItisanothermatterwhetherthestateadministrationalsousesConfucianismasthestandard.(TheHan,Tang,andTangDynastiesall"useHuangLaointernallyandrespectConfucianismexternally";SongDynastyrespectsliterati,butdoesnotregardConfucianismastheonlyprincipleofconduct,otherwisethoseministerswhooftenjokeaboutemperorsshouldhavebeen"cracked"accordingtoConfucianism.TheYuanDynastywasaforeigninvasion,bloodandtearswerestained;theMingDynastyfollowedtheCheng-ZhuNeo-Confucianism,whichisonlyabranchofConfucianism;IwillnotdiscussthemostunknownandhatefulManchuhere,soasnottospoilthegoodmood.)ThiskindofeducationfocusesItiscomprehensive,paysattentiontotheinternal,andcontinuouslyaccumulatestheknownknowledge,sothereis"tolearnthenewbyreviewingtheold"andbeinggoodatthinkinginmultipledirections."Kungfuisoutsidethepoetry"iswhatitmeans.Itsshortcomingisthatithasacertainrestrictiononthefreedomofthought,whichmakespeoplelackcreativityand,beingorganized,notsystematic,andnotpreciseenough.Studentstendtobefar-sighted,withgoodeyesandlowhands.Theythinktheyhaveunderstoodthegeneraloutlineofthings,andothersarealsoThat'sit,Irefusetostudyandanalyzethedetailsofthingsdown-to-earth.ThisisalsooneofthereasonswhytherewerenomajorinventionsanddiscoveriesaftertheSongDynasty.
ModernČína’seducationhaswithstoodtheimpactofZápadníeducationmethods,andtherehasbeenasituationofcoexistenceofopposites.Inotherwords,thisisastrongcollisionofčínštinaandZápadníideas,andthedifferenceineducationmethodsisonlyamanifestationofthedifferences.Therefore,thereis"usebarbarianstocontrolbarbarians"and"usedoctrine".Upholdingoneselfisalsoaway.InTaiwanandinSoutheastAsia,thereareverysuccessfulexamplesofusingčínštinatraditionaleducation.Theyhavealwaysadheredtomoraleducationandhavealsocultivatedmanyoutstandingtalents.(Educationthatcultivatesmostoutstandingcitizensisasuccessfuleducation,notafewcelebritiesorscientists.Whetheracountryisstrongornotdependsonthequalityofthemajorityofitscitizens.)ButČína’scurrenteducationsystemisstillveryproblematic.Especiallyattheuniversitystage,thenatureofqualityeducationisstillnotwellreflected,andstudentsaremoreofaformofexamination.
Finanční investice
In2021,thecentralgovernmentwillallocate177billionyuaninurbanandruralcompulsoryeducationsubsidies,anincreaseof4.3%;supportfundsforpreschooleducationdevelopmentwillallocate19.8billionyuan,anincreaseof5.3%;HyundaiThevocationaleducationqualityimprovementplanwasallocated27.7billionyuan,anincreaseof7.7%;studentsubsidieswereallocated66billionyuan,anincreaseof16.3%.
Statistika
Accordingtotheresultsoftheseventhnationalcensus,asof0:00onNovember1,2020,amongthenationalpopulation,thosewithacollegeeducationlevel(referringtocollegeandabove)Thepopulationis218,360,767;thepopulationwithhighschool(includingtechnicalsecondaryschool)educationis213,005,258;thepopulationwithjuniorhighschooleducationis487,163,489;thepopulationwithelementaryschooleducationis349,658,828(peoplewithvariouseducationlevelsaboveincludeallGraduates,undergraduatesandcurrentstudentsfromsimilarschools).Comparedwiththesixthnationalcensusin2010,theaveragenumberofyearsofeducationofthepopulationaged15andabovehasincreasedfrom9.08yearsto9.91years.Amongthenationalpopulation,theilliteratepopulation(peopleaged15andoverwhocannotread)is37,750,200.Comparedwiththesixthnationalcensusin2010,theilliteratepopulationhasdecreasedby16,906,373,andtheilliteracyrateis[4]From4.08%to2.67%,adropof1.41percentagepoints.
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