educate - techintroduce

History

Etymology

Chinese

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,thefoundersofmoderneducationinChina,pioneeredthetrend,eliminatedtheinterferenceofthestubbornandconservativeforces,andsuccessfullyestablishedandpromotedthenewschool.Subsequently,underthepressureofthesituation,theQinggovernmentcarriedoutaseriesofreformsineducation.Attheendof1905,thenewschoolsystemwaspromulgated,theimperialexaminationsystemwasabolished,andnewschoolswerepromotednationwide.Afterthelocalimperialexaminationsceasedin1909,Westernlearninggraduallybecamethemainformofschooleducation.

Thepopularityoftheword"education"inmodernChineseisconnectedwiththemodernizationofChineseeducation,reflectingthemoderntransformationofChineseeducationdiscoursefrom"learning-oriented"to"teaching-oriented".

Western

IntheWest,thewordeducationisderivedfromtheLatinwordeducate.Theprefix"e"hasthemeaningof"out",whichmeans"out"or"out",meaningThroughcertainmeans,somethingthatisoriginallylatentinthebodyandmindistriggered.Etymologicallyspeaking,theword"education"intheWestmeansinternally.Itisemphasizedthateducationisanactivitythatgoeswiththeflowofnature,aimingtoelicittheinherentorlatentqualitiesofnaturalpersonsfromtheinsideouttobecomearealisticstateofdevelopment.

Thetheoryoforigin

Thetheoryoftheoriginofmythologyistheoldestviewoneducation.

Thetheoryofbiologicaloriginisthefirstformallyproposedtheoryontheoriginofeducationinthehistoryofeducation.

Thetheoryofpsychologicaloriginreferstothateducationoriginatedfromchildren'sunconsciousimitationofadultsindailylife.

Thetheoryoftheoriginoflaborisalsocalledthetheoryofthesocialoriginofeducation,whichmeansthateducationoriginatesfromlaborortheneedsgeneratedinthelaborprocess.

Logicalstartingpoint

Thelogicalstartingpointofeducationisnaturallytheemergenceofhumansociety.Thetransitionfromapestohumansisduetoproductivelabor.Apesgraduallyformamainmechanismcenteredonthebrainandhandsduringlabor.Thebraincanthinkandthehandscanoperate,whichmakespeopledifferentfromordinaryanimalsandbecome"advancedanimals".Onlywiththesubjectmechanismcanitbepossibletobecomeasubjectpersonwithpracticalcognitiveability,andhumanbeingscanpromotethemselvestobethesubjectofcognitionandtransformationoftheobjectiveworld,therebyturningtheobjectiveworldintoanobjectofhumantransformationandcognition.Tounderstandandtransformtheobjectiveworld,itisnecessarytohavetheabilityofthesubject.Humansocietyisaformofself-existencecreatedbyhumanbeingsinsocialpractice.

Ancientsocialeducation

Theemergenceofancientsocialeducationisdirectlyrelatedtothenaturalecologicalenvironmentwherepeoplelive.Itoriginateddirectlyfromthemostclosewayofearningalivingoftheancientancestors,soitscontentinvolvesallareasofsociallife."ZiziJunzhi"hasarecordoftheactualsociallifeoftheprimitiveclan:intheageofSuiren,theworldwasrichinwater,sopeopleweretaughttofish;intheageofMiXi,thereweremanybeastsintheworld,sohuntingwastaught.Combiningthelegendaryancienteducationwiththedisseminationandapplicationoflivelihoodtechnologywillhelpexplainthecharacteristicsofancienteducation.Atthesametime,theancienteducationinthelegendalsoreflectsthemaincharacteristicsoftheregionalclancultureatthattime,aswellasthemainformofknowledgeandculturecommunicationbetweentheclansandwithintheclans.

Development

Europe

IntheWest,theoriginofeducationisgreatlyinfluencedbyreligiousorganizations:priestsrecognizetheimportanceofeducationSex,establishaschoolsystem.InEurope,manyofthefirstuniversitieshaveaCatholicbackground.AftertheReformationinScotland,anewNationalChurchofScotlandwasestablished.

China

ChineseeducationbeganwithChineseclassicalworks,notreligiousorganizations.Intheearlydays,Chinaappointededucatedofficialstomanagetheempire.TheimperialexaminationsystemusedtoselectofficialswasestablishedintheSuiDynasty,andEmperorTaizongoftheTangDynastyperfectedtheimperialexaminationsystem.

Attheendofthe19thcentury,pioneerssuchasHeZiyuanandQiuFengjiasucceededinestablishingnewschoolssuchasYunandongElementarySchool,TongrenSchool,XingminMiddleSchool,andShimaElementarySchools.Nationalconstructionhascultivatedalargenumberofvaluabletalents.Subsequently,China'smoderneducationsystemhasbeencontinuouslyimprovedandstrengthened.

Inthe1990s,China'seducationsystemhasundergonemajorchanges,andprivatecapitalhasre-enteredtheeducationfield.

Japan

TheoriginofJapaneseeducationiscloselyrelatedtoreligion.TheschoolisatempleforyoungpeoplewhowanttostudyBuddhismandbecomemonks.Later,childrenwhowanttolearnwillgoto"Tera-koya"(meaningtemplehut)tolearnhowtoreadandwriteJapanese.

India

Indiahasalonghistoryofinstitutionalizededucation.Accordingtoresearch,IndiahadaperfecteducationsystembeforetheriseofBuddhism.Themodernizationofitseducationcanbedividedintotwomajordevelopmentstages:thecolonialperiodandthepost-independenceperiod.ThecolonialperiodwastheinitiationstageofthemodernizationofeducationinIndia,including:thetransitionperiodfromtraditionaleducationtomoderneducation(1498~early19thcentury);theformationperiodofcolonialIndianeducationsystem,namelythewesternizationperiodofIndianeducation(early19thcentury~20thcentury)Thebeginning),theriseanddevelopmentofnationaleducation(thebeginningofthe20thcentury-independencein1947)threeperiods.Afterindependencein1947,Indianeducationentereditsstageofall-rounddevelopment.

WorldEducationTrendsinthe21stCentury

Inthepastfewdecades,thepercentageoftheilliteratepopulationwithoutanyschooleducationhasdeclined.From36%in1960to25%in2000.

Indevelopingcountries,thepercentageofilliteracyin2000wasonlyhalfofthatin1970.Indevelopedcountries,illiteracyhasalsodroppedfrom6%to1%,andthosewithoutschooleducationhavedroppedfrom5%to2%.

OnDecember3,2018,the44thplenarymeetingofthe73rdUnitedNationsGeneralAssemblywasheldattheUnitedNationsHeadquartersinNewYork.ThemeetingpassedaresolutiontodesignateJanuary24everyyearasInternationalEducationDay.

Definition

"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-orientededucationonChinesecampuses.

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.

Differentviews

Scholarsfromdifferentcountrieshavedifferentviewsonthedefinitionofeducation.

AristotleofancientGreecesaid:"Educationfollowsnature."

PlatoofancientGreecesaid:"Educationistorestrainandguideyoungpeopleandcultivatetheirproperreason."

AmericanDeweysaid:"Educationislife."

BritishSpencersaid:"Educationprepareslifeforthefuture."

ChinaLiZhuangbelievesthat:"Educationistoforceorguidetheeducatedtoacceptspecificknowledge,rules,information,skills,skills,etc."

Confuciusattachesgreatimportancetoeducation.Heregardseducation,population,andwealthasthefoundationofthecountry.Thethreemajorelements.Hebelievesthatordinarypeopleshouldbeeducated,andtheseideasareabigstepforwardfromtheeraofslavery.Confuciusacknowledgedthatknowledgeandmoralityarecultivatedthroughlearning,andeducationisanimportantcauseofindividualdifferencesbetweenpeople.Therefore,hesaid:"Sexissimilar,andXiisfarfromeachother."Theideaof"similarsex"originated.

Mr.TaoXingzhi:"Lifeiseducation".Henotonlyexplorestheoretically,butalsostrivestopracticecivilianeducationwiththespiritof"beingwillingtobeacamel".

Mr.NieShengzhe:Excellencecomesfromteaching,andfamilyeducationisespeciallyimportant.Infact,familyeducationisthefoundationofwhetherapersoncangainafootholdinsocietyinthefuture.Intermsofthetotalamountofeducationinlife,theimportanceoffamilyeducationaccountsfor80%oftheproportion.Familyeducationisnotthatcomplicated.Itislaboreducation.Twothings,doinghouseworkandlearningtoendurehardship,startwithsupporteducation.

ZengZi:"ThewayofauniversityliesinMingMingde,inbeingclosetothepeople,andendinginperfection."

LuXun:"Educationistobuilduppeople."Children'seducationismainlyUnderstanding,guidanceandliberation.

CaiYuanpei:"Educationisabouthelpingtheeducatedpersontodevelophisownabilities,completehispersonality,andfulfillhisresponsibilitiesinhumanculture.Itisnotaboutcreatingakindofeducatedperson.Specialequipment."

TaoXingzhi:Educationisa"lifeeducation"basedonlifeandforthesakeoflife,trainingpeoplewiththeabilitytoact,thinkandbecreative.

HuangQuanyu:Education"Theimportantthingisnottoloadthecar,buttofillthefueltank."

ZhongQiquan:Educationisthefoundationof"studentdevelopment"and"personalitygrowth".

QinWenjun:"Educationshouldbeadoor.Openitanditisfullofsunshineandflowers.Itcanbringconfidenceandhappinesstochildren."

TaoXingzhi:"Lifeiseducation","Societyisschool","Teachinganddoingtogether".

Connotation

Educationcanbedividedintobroadsenseandnarrowsense.

Educationinabroadsensereferstoallsocialpracticeactivitiesthatpurposefullyaffectthephysicalandmentaldevelopmentofpeople.

Educationinthenarrowsensereferstotheeducationofspecializedorganizations,thatis,schooleducation.Itincludesnotonlyfull-timeschooleducation,butalsohalf-time,amateurschooleducation,correspondenceeducation,publicationeducation,andbroadcastingschool.AndTVschooleducation.

Accordingtocertainsocialrealityandfutureneeds,itfollowsthelawsoftheyounggeneration’sphysicalandmentaldevelopment,purposefully,planned,organized,andsystematicallyguidestheeducatedtoacquireknowledgeandskills,cultivatesideologicalandmoralcharacter,Anactivitythatdevelopsintelligenceandphysicalstrengthinordertotraintheeducatedtoadapttotheneedsofacertainsociety(oracertainclass)andpromotesocialdevelopment.

Essence

Multiplescrutinyoftheessenceofeducation

(1)Connotation:Theso-calledessenceofeducationreferstoeducationasakindofsocietyThefundamentalfeaturethatdistinguishesactivitiesfromothersocialactivitiesisthequestionof"whatiseducation?"Itreflectstheinherentregulationofeducationalactivities,thatis,itsfundamentalcharacteristics.

(2)Fourviewsontheessenceofeducation:superstructuretheory;productivitytheory;specialcategorytheory;multipleattributestheory.

(3)Thefifthviewpointontheessenceofeducation:"consciousnesssubstitutiontheory":

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"ModernChineseDictionary"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"ModernChineseDictionary"arealsocallededucationinabroadsense.Correspondingly,educationinthenarrowsensegenerallyreferstotheeducationofspecializedorganizations.Schooleducationincludesvarioustrainingactivitiessuchaseducation,training,learning,andfunding.Therefore,schooleducationalsobelongstothecategoryofmacroeducation.Likeeducation,integratingmultipleconceptsinthesamefieldwillinevitablymakeitdifficulttoformaunifieddefinition.Therefore,whenpeopleuseorunderstandthewordeducationindifferentoccasionsandcontexts,theyneedtopayspecialattentiontoitsexactmeaning.

Educationalfunction

Educationalfunction,whichreferstotheefficacyandfunctionofeducationalactivities,isthequestionof"whatdoeseducationdo?"Thefunctionofeducationcanberoughlydividedinto:individualdevelopmentfunctionandsocialdevelopmentfunction.Therefore,theindividualdevelopmentfunctionofeducationcanbedividedintotwoaspects:theindividualsocializationfunctionofeducationandtheindividualindividualizationfunction.Thefieldsofsocialactivitiesmainlyincludeeconomic,politicalandculturalaspects,sothesocialdevelopmentfunctionofeducationcanbedividedintotheeconomicfunction,politicalfunctionandculturalfunctionofeducation.

Themainfunctionsofeducationare:

(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.

Value

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.

ThereisaChinesesaying:tenyearsoftrees,ahundredyearsoftrees.Itrevealsthefundamentalvalueofeducation,whichistoprovidethecountrywithtalentswithloftybeliefs,noblemorals,honestyandlaw-abiding,exquisiteskills,knowledgeabletalents,andmulti-specialties,soastocreatescientificknowledgeandmaterialwealthforthecountry,forthefamily,andforthesociety,andpromoteEconomicgrowthpromotesnationalprosperityandpromotesworldpeaceandhumandevelopment.

Typeofeducation

Familyeducation

Familyeducationisgenerallyconsideredtobetheeducationcarriedoutbyparents(thefirstofwhichareparents)totheirchildreninfamilylife.Thatis,parentsconsciouslyusetheirownwordsanddeedsandfamilylifepracticestogivetheirchildrenacertaineducationalimpactonsocialactivities.Accordingtomodernconcepts,itincludes:mutualinfluenceandeducationbetweenfamilymembers(includingparentsandchildren,etc.)inlife.ThefamousclinicalpsychologistHaoBinoncesaid:"Familyeducationisthefoundationandstartingpointoftheentireeducationoflife."Indeed,familyeducationisthekindofeducationthathasthedeepestimpactonaperson'slife.Itdirectlyorindirectlyaffectstherealizationofaperson'slifegoals.Familyeducationisanimportantpartofthetrinityeducationnetworkofsociety,family,andschool,anditisincreasinglyvaluedbyallsectorsofsociety.

Earlychildhoodeducation

Earlychildhoodeducationmainlyreferstotheeducationimplementedforchildrenaged3to6yearsold.Earlychildhoodeducationisthesecondhalfofpreschooleducationorearlyeducation.Thefrontpartisconnectedwiththeeducationofinfantsaged0to3yearsold,andthebackpartisconnectedwithelementaryeducation.Thisisanimportantandspecialstageofaperson'seducationanddevelopment."Important"referstotheperiodwhenaperson’sdevelopmentisthefoundation,andmanyimportantabilitiesandpersonalitytraitsformbasiccharacteristicsduringthisperiod;Andyoucanstartthetransitionalperiodoflearninganddevelopingaccordingtotheneedsofsociety.

Formaleducation

Social,grouporprivatecoursestoeducatepeople,usuallyyoungpeople.Formaleducationisrelativelysystematicandcomplete.Theformaleducationsystemimpartsidealorvaluableknowledge,butsometimesabusesoccur.

AdultEducation

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.

Distanceeducation

ThemethodofteachingthroughtheInternetandothermethods.

Lifelongeducationoradulteducationisverypopularinmanycountries."Education"isalsoregardedasamatterforchildren,andadulteducationisoftenbrandedas"adultlearning"or"lifelonglearning".

ListofCategories

·LifeCareEducation

·FilialtyEducation

·MoralEducation

·PrenatalEducation

·Preschooleducation

·Childreneducation

·Classiceducation

·Elementaryeducation

·Secondaryeducation

·HigherEducation

·GraduateEducation

·UndergraduateEducation,UniversityEducation

.ComputerEducation

·HigherVocationalEducation

·SpecializedEducation

·CompulsoryEducation

·LifelongEducation

·VocationalEducation

·AdultEducation

·OpenEducation

·ContinuingEducation

·CadreEducation

·DistanceEducation

·Correspondenceeducation

·Work-studyeducation

·Mathematicseducation

·Languageeducation

·Readingeducation

·ScienceEducation

·InformationEducation

·SocialScienceEducation

·ArtEducation

educate

·FamilyEducation

·SpecialEducation

·GiftEducation

·RemedialEducation

·SexEducation

·One-to-OneEducation

Educationalinstitution

·Nursery

·Kindergarten

·Elementaryschool

·Juniorhighschool

.SecondaryVocationalSchool

·HighSchool

·SeniorVocationalSchool

·TechnicalCollege

·TechnicalSchool

·University

·College

·ResearchInstitute

·AdvancedTrainingClass

·TrainingClass

·Cramschool

Educationmethod

Level

Theenvironmentofeducationcanbedividedinto:politicalenvironment,familyenvironment,schoolenvironment,socialenvironment,andecologicalenvironment.

Thegoalofeducationcanbeunderstoodasstartingfromthepursuitofpersonalsurvivalskills,tothepursuitofnationalinterests,nationalinterests,andthecontinuedscientific,happyandsafehigh-techofmankindtobenefitmankind.Thereisnoend!

Scientificeducationisthree-dimensional,anditisdividedintofourlevels:schooleducation,familyeducation,socialeducationandself-education.

Schooleducation:Referstotheeducationalbehaviorforthepurposeofimprovingstudents'IQ(IQ).

Familyeducation: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.

Rhythm

0-3yearsold:cultivateinnerorder,andthetraininggoalis"focus"oriented;

3-9yearsold:implanttheprincipleofreason,Thetraininggoalisbasedon"interest";

9-12yearsold:implantlogicalthinking,andthetraininggoalisbasedon"accuracy";

12-18yearsold:expandandenlargetheform,Thetraininggoalisbasedon"comprehension";

18-21yearsold:injectinnovationmotivation,andthetraininggoalisbasedon"practice";

implementation

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.

Therearedrawbacks

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.Qualityeducationstillneedstobeimplemented.

Marxisteducationview

Sincethe1840s,manyworksofMarxandEngelshaveputforwardthepreliminaryprinciplesofMarxisteducationview(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.

Themaincomponentsofthetheoryareasfollows:

(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.

Bibliography

1.M.W.Appel:"IdeologyandSchoolCurriculum",1979Englishedition.

2.OBebel:"WomenandSocialism"(1879),1886Englishedition.

3.P.BourdieuandJ.C.Passeron:"TheReproductionofEducation,SocietyandCulture",1979Englishedition.

4.S.BowersandH.Kintis:"EducationinCapitalistAmerica",1976Englishedition.

5.ZisusaFoji:"SocietyinFormation",1979Englishedition,Chapter4.

6.PaulFrere:"ThePedagogyoftheOppressed",1970Englishedition.

7.AntonioGramsci:"AlternativeEducation",1973Italianedition.

8.JeanJaures:"SocialismandEducation",1899Frenchedition.

9.PaulLangevin:"ThoughtsandActions",Frencheditionin1950.

10.FrederickLenin:"OnthePolicyIssuesoftheMinistryofNationalEducation"(1913),Englisheditionin1963.

11.Ibid.Author:"TheTaskoftheYouthLeague"(1920),Englisheditionin1966.

12.Ibid.Author:"OpinionsonNajieshidaKonstantinovna'sOutlineofComprehensiveTechnicalEducation"(1920),1966Englishedition.

13.D.Lindenberg:"CommunistInternationalandClassSchool",Frencheditionin1972.

14.M.A.Manacorda:"MarxandModernPedagogy",1966Italianedition.

ChineseLaw

InApril1986,Chinapromulgatedthe"CompulsoryEducationLawofthePeople'sRepublicofChina."ThisisthefirsttimethatChinahasfixedfreeandcompulsoryeducationintheformoflaw,whichmeansthat"childrenandteenagers"ofschoolagemustreceive9yearsofcompulsoryeducation.TheformulationoftheCompulsoryEducationLawmarkedanewstageinthedevelopmentofChina'sbasiceducation.Althoughthereareonly18articles,"thestateimplementsnine-yearcompulsoryeducation"hassincebecomealegalobligation.

Thelatest"LawofthePeople’sRepublicofChinaonCompulsoryEducation"hasbeenrevisedandadoptedatthe22ndmeetingoftheStandingCommitteeoftheTenthNationalPeople’sCongressofthePeople’sRepublicofChinaonJune29,2006.Since2006ItwillcomeintoeffectonSeptember1.Aftertwoyearsoftransition,Chinahasimplementedaveritablecompulsoryeducationnationwideinthefallof2008.

Compulsoryeducationisanationaleducationthatmustbeacceptedbyschool-agechildrenandadolescentsandmustbeguaranteedbythestate,society,andfamiliesinaccordancewiththelaw.Itsessenceisasystemofcompulsoryeducationforschool-agechildrenandadolescentsimplementedbythestateforacertainnumberofyearsinaccordancewiththeprovisionsofthelaw.Compulsoryeducationisalsocalledcompulsoryeducationandfreecompulsoryeducation.Compulsoryeducationhasthecharacteristicsofcompulsory,freeanduniversal.

China'sCompulsoryEducationLawstipulatesthattheperiodofcompulsoryeducationisnineyears.ThisregulationisinlinewithChina'snationalconditionsandisappropriate.TheactualsituationofChina’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.FromtheperspectiveofChina'seducationalsystem,nine-yearoreight-yearcompulsoryeducationincludestwostages:elementarycompulsoryeducationandelementarysecondarycompulsoryeducation.School-agechildrenandadolescentswhocompletenineoreightyearsofcompulsoryeducationincompulsoryeducationschoolsaccordingtoregulationscanreachtheeducationallevelofjuniorhighschoolgraduation.

Purpose

Thepurposeofeducationisproposedandformulatedbypeople,anditreflectspeople'ssubjectivewill.Becausepeopleholddifferentvaluesforeducation,differentopinionsareformedonissuessuchasthebasisforformulatingeducationalgoals.Fromthelevelofgeneraleducationtheory,thecoregoalofeducationistostimulatestudents'inherentpotential,sothatallaspectsofitcanbefullydeveloped.

Publicinvestment

TheEleventhFive-YearNationalEconomicandSocialDevelopmentofthePeople’sRepublicofChinaapprovedbytheFourthSessionoftheTenthNationalPeople’sCongressThe"OutlineofthePlan"stipulates:"Ensurethatthegrowthrateoffiscaleducationexpenditureissignificantlyhigherthanthatofregularfiscalrevenue,andgraduallyincreasetheproportionoffiscaleducationexpendituretoGDPto4%."Thismeansthat"4%"Therealizationofthegoalwaspostponedfrom2000to2010.The"OutlineoftheNationalMediumandLong-termEducationReformandDevelopmentPlan"formulatedin2010pushedthisgoalto2012.

From1993to2012,thefigureof4%waslikeasensitivenerve,affectingallaspectsofareformingcountry.Whenthe4%targetwasproposedin2000,aUNeducationofficialoncesaidthatChina’semphasisoneducationis“notasgoodasthatofimpoverishedUganda.”Forthis,LiLanqing,theformerVicePremieroftheStateCouncil,waspointedoutinpersonthat"thegovernmentisnothingtosay."

ThegovernmentworkreportattheFifthSessionoftheEleventhNationalPeople’sCongressinMarch2012statedthatthecentralgovernmenthaspreparedbudgetsbasedonthenationalfiscalexpendituresforeducationaccountingfor4%ofGDP,andlocalfinancesAlsoarrangeaccordinglytoensurethatthisgoalisachieved.

Development

Providechildrenwitheducationinanatmosphereofprogress,integration,perseverance,friendship,andgratitude,aimingtocreateahealthyandindependentcharacterfortheonlychildinChina,andcultivatechildren'sexcellentLearningandlivinghabits,helpingthembuildacorrectoutlookonlife,valuesandasoundpersonalityastheirownresponsibility.

Vocationaltraining

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.

Writingonpaper,makingrulesforeveryonetodo,thisisthesystem;withoutwritingonpaper,withoutmakingrules,everyoneknowshowtodoit,thisiseducation.

ListofLaws

TheEducationLawofthePeople’sRepublicofChina

TheCompulsoryEducationLawofthePeople’sRepublicofChina

TheVocationalEducationLawofthePeople’sRepublicofChina

LawofthePeople'sRepublicofChinaonthePromotionofPrivateEducation

RelevantEducationLaws

TheLawofthePeople'sRepublicofChinaontheProtectionofMinors

ThePeople'sRepublicofChinaonPreventionofMinorsCriminalLaw

TheNationalCommonLanguageLawofthePeople’sRepublicofChina

AdministrativeRegulationsonEducation

InterimRegulationsonWork-studyProgramsinPrimaryandSecondarySchoolsacrosstheCountry

StateCouncilProvisionalRegulationsonLevyingAdditionalEducationFees

Prohibitionontheuseofchildlabor

Regulationsonrewardsforteachingachievements

Regulationsoneducationforpersonswithdisabilities

Regulationsonteacherqualifications

LocalEducationRegulations

HebeiProvince’sRegulationsontheApplicationofChineseLanguageandCharacters

HebeiProvince’sMeasuresfortheImplementationofthe"CompulsoryEducationLawofthePeople’sRepublicofChina"

HebeiProvince’sImplementationofthe"ChineseMeasuresoftheTeachersLawofthePeople’sRepublicofChina

MeasuresofHebeiProvincetoimplementthe“VocationalEducationLawofthePeople’sRepublicofChina”

MeasuresofHebeiProvincetoimplementthe“LawofthePeople’sRepublicofChinaontheProtectionofMinors”

HebeiProvinceon-the-jobemployeeeducationregulations

HebeiProvinceCompulsoryEducationFundingandUseManagementRegulations

EducationAdministrativeRegulationsandOtherNormativeDocuments

KindergartenWorkRegulations

PrimarySchoolManagementRegulations

InterimRegulationsforSpecialEducationSchools

InterimRegulationsforMigrantChildrenandAdolescentstoSchool

PrimaryandElementarySchoolLibrary(Room)Regulations

Regulationsonlaboratoryworkinprimaryandsecondaryschools

Regulationsonthepublicationanddistributionofgeneralprimaryandsecondaryschooltextbooks

Regulationsonthepublicationanddistributionofaudiovisualtextbooksingeneralprimaryandsecondaryschools

RegulationsofAudio-visualEducationinElementaryandSecondarySchools

InterimRegulationsontheWorkofHeadTeachersinMiddleSchools

InterimRegulationsonCampusEnvironmentalManagementofPrimaryandSecondarySchools

InterimMeasuresfortheManagementofChargesinGeneralSeniorMiddleSchools

FinancialSystemofPrimaryandSecondarySchools

InterimRegulationsonEducationalSupervision

ExemplaryHighSchoolAssessmentandAcceptanceStandards

ProvisionsonContinuingEducationforPrimaryandSecondarySchoolTeachers

ProvisionsontheTrainingofPrimaryandSecondarySchoolPrincipals

TrialRegulationsonthePositionsofPrimaryandSecondarySchoolTeachers

TrialRegulationsonthePositionsofSecondarySchoolTeachers

EducationalMajors

GeneralDidactics

Pedagogy

.EducationalInnovation

.EducationalValue

·EducationalPhilosophy

·EducationalBasicTheory

·EducationalLaw

·EducationalManagement

·InformationTechnologyEducation

·EducationalTechnology,EducationalEngineering

·EducationalTechnology

·EducationalEconomics

·EducationalPsychology

·EducationalSociology

·EducationalFuturology

·SchoolHygiene

·ComparisonEducation

·EducationalStatistics

·EducationalCommunication

·EducationalBenefits

·TeachingTechnology

·PreschoolEducation

·EducationalEvaluation

VocationalQualificationExamination

TheteacherqualificationexaminationisanofficialqualificationforteacherssetbytheExaminationCenteroftheMinistryofEducationtakeanexam.

DifferencesbetweenChinaandtheWest

Westerneducationismostlybasedonhumanisticideasandcultivatespeople'spracticalandanalyticalskillsfromanearlyage.Encouragefreedomofthoughtandberesponsibleforyourownwordsandactions.Theroleofteachersismainlytoguidethem.Theyareoftenlikefriendstodiscussproblemswithstudents.Forstudents’questions,theyoftenrefertothelibrarytoletstudentsfindmaterialsandmaketheirownjudgments,andtrynottoinfluencethemasmuchaspossible.Students'independentthinking.ThehomeworkthatelementaryschoolstudentsinEuropeanandAmericancountriesoftendoisanexperimentreport.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."ThisisbecauseWesterneducationlackstheabilitytocultivatecomprehensivethinkingandlateralthinking(lateralthinking-peopleThefundamentaldifferencewiththecomputer,forexample:Therearetenyuanoroneyuan,whichoneshouldyoutake?Onethattakestenyuanoroneyuanisverticalthinking;theonethattakesbothornoneishorizontalthinking).

ThemainbodyofChineseeducationhasalwaysbeenexpressedthroughConfucianism.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.

ModernChina’seducationhaswithstoodtheimpactofWesterneducationmethods,andtherehasbeenasituationofcoexistenceofopposites.Inotherwords,thisisastrongcollisionofChineseandWesternideas,andthedifferenceineducationmethodsisonlyamanifestationofthedifferences.Therefore,thereis"usebarbarianstocontrolbarbarians"and"usedoctrine".Upholdingoneselfisalsoaway.InTaiwanandinSoutheastAsia,thereareverysuccessfulexamplesofusingChinesetraditionaleducation.Theyhavealwaysadheredtomoraleducationandhavealsocultivatedmanyoutstandingtalents.(Educationthatcultivatesmostoutstandingcitizensisasuccessfuleducation,notafewcelebritiesorscientists.Whetheracountryisstrongornotdependsonthequalityofthemajorityofitscitizens.)ButChina’scurrenteducationsystemisstillveryproblematic.Especiallyattheuniversitystage,thenatureofqualityeducationisstillnotwellreflected,andstudentsaremoreofaformofexamination.

Financialinvestment

In2021,thecentralgovernmentwillallocate177billionyuaninurbanandruralcompulsoryeducationsubsidies,anincreaseof4.3%;supportfundsforpreschooleducationdevelopmentwillallocate19.8billionyuan,anincreaseof5.3%;HyundaiThevocationaleducationqualityimprovementplanwasallocated27.7billionyuan,anincreaseof7.7%;studentsubsidieswereallocated66billionyuan,anincreaseof16.3%.

Statistics

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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