Historia
Etymologia
Kiinalainen
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,thefoundersofmoderneducationinKiina,pioneeredthetrend,eliminatedtheinterferenceofthestubbornandconservativeforces,andsuccessfullyestablishedandpromotedthenewschool.Subsequently,underthepressureofthesituation,theQinggovernmentcarriedoutaseriesofreformsineducation.Attheendof1905,thenewschoolsystemwaspromulgated,theimperialexaminationsystemwasabolished,andnewschoolswerepromotednationwide.Afterthelocalimperialexaminationsceasedin1909,Läntinenlearninggraduallybecamethemainformofschooleducation.
Thepopularityoftheword"education"inmodernKiinalainenisconnectedwiththemodernizationofKiinalaineneducation,reflectingthemoderntransformationofKiinalaineneducationdiscoursefrom"learning-oriented"to"teaching-oriented".
Läntinen
IntheWest,thewordeducationisderivedfromtheLatinwordeducate.Theprefix"e"hasthemeaningof"out",whichmeans"out"or"out",meaningThroughcertainmeans,somethingthatisoriginallylatentinthebodyandmindistriggered.Etymologicallyspeaking,theword"education"intheWestmeansinternally.Itisemphasizedthateducationisanactivitythatgoeswiththeflowofnature,aimingtoelicittheinherentorlatentqualitiesofnaturalpersonsfromtheinsideouttobecomearealisticstateofdevelopment.
Alkuperäinen teoria
Thetheoryoftheoriginofmythologyistheoldestviewoneducation.
Thetheoryofbiologicaloriginisthefirstformallyproposedtheoryontheoriginofeducationinthehistoryofeducation.
Thetheoryofpsychologicaloriginreferstothateducationoriginatedfromchildren'sunconsciousimitationofadultsindailylife.
Thetheoryoftheoriginoflaborisalsocalledthetheoryofthesocialoriginofeducation,whichmeansthateducationoriginatesfromlaborortheneedsgeneratedinthelaborprocess.
Looginen lähtökohta
Thelogicalstartingpointofeducationisnaturallytheemergenceofhumansociety.Thetransitionfromapestohumansisduetoproductivelabor.Apesgraduallyformamainmechanismcenteredonthebrainandhandsduringlabor.Thebraincanthinkandthehandscanoperate,whichmakespeopledifferentfromordinaryanimalsandbecome"advancedanimals".Onlywiththesubjectmechanismcanitbepossibletobecomeasubjectpersonwithpracticalcognitiveability,andhumanbeingscanpromotethemselvestobethesubjectofcognitionandtransformationoftheobjectiveworld,therebyturningtheobjectiveworldintoanobjectofhumantransformationandcognition.Tounderstandandtransformtheobjectiveworld,itisnecessarytohavetheabilityofthesubject.Humansocietyisaformofself-existencecreatedbyhumanbeingsinsocialpractice.
Muinainen yhteiskuntakasvatus
Theemergenceofancientsocialeducationisdirectlyrelatedtothenaturalecologicalenvironmentwherepeoplelive.Itoriginateddirectlyfromthemostclosewayofearningalivingoftheancientancestors,soitscontentinvolvesallareasofsociallife."ZiziJunzhi"hasarecordoftheactualsociallifeoftheprimitiveclan:intheageofSuiren,theworldwasrichinwater,sopeopleweretaughttofish;intheageofMiXi,thereweremanybeastsintheworld,sohuntingwastaught.Combiningthelegendaryancienteducationwiththedisseminationandapplicationoflivelihoodtechnologywillhelpexplainthecharacteristicsofancienteducation.Atthesametime,theancienteducationinthelegendalsoreflectsthemaincharacteristicsoftheregionalclancultureatthattime,aswellasthemainformofknowledgeandculturecommunicationbetweentheclansandwithintheclans.
Kehitys
Euroopassa
IntheWest,theoriginofeducationisgreatlyinfluencedbyreligiousorganizations:priestsrecognizetheimportanceofeducationSex,establishaschoolsystem.InEuroopassa,manyofthefirstuniversitieshaveaCatholicbackground.AftertheReformationinScotland,anewNationalChurchofScotlandwasestablished.
Kiina
KiinalaineneducationbeganwithKiinalainenclassicalworks,notreligiousorganizations.Intheearlydays,Kiinaappointededucatedofficialstomanagetheempire.TheimperialexaminationsystemusedtoselectofficialswasestablishedintheSuiDynasty,andEmperorTaizongoftheTangDynastyperfectedtheimperialexaminationsystem.
Attheendofthe19thcentury,pioneerssuchasHeZiyuanandQiuFengjiasucceededinestablishingnewschoolssuchasYunandongElementarySchool,TongrenSchool,XingminMiddleSchool,andShimaElementarySchools.Nationalconstructionhascultivatedalargenumberofvaluabletalents.Subsequently,Kiina'smoderneducationsystemhasbeencontinuouslyimprovedandstrengthened.
Inthe1990s,Kiina'seducationsystemhasundergonemajorchanges,andprivatecapitalhasre-enteredtheeducationfield.
Japani
TheoriginofJapanieseeducationiscloselyrelatedtoreligion.TheschoolisatempleforyoungpeoplewhowanttostudyBuddhismandbecomemonks.Later,childrenwhowanttolearnwillgoto"Tera-koya"(meaningtemplehut)tolearnhowtoreadandwriteJapaniese.
Intia
Intiahasalonghistoryofinstitutionalizededucation.Accordingtoresearch,IntiahadaperfecteducationsystembeforetheriseofBuddhism.Themodernizationofitseducationcanbedividedintotwomajordevelopmentstages:thecolonialperiodandthepost-independenceperiod.ThecolonialperiodwastheinitiationstageofthemodernizationofeducationinIntia,including:thetransitionperiodfromtraditionaleducationtomoderneducation(1498~early19thcentury);theformationperiodofcolonialIntianeducationsystem,namelythewesternizationperiodofIntianeducation(early19thcentury~20thcentury)Thebeginning),theriseanddevelopmentofnationaleducation(thebeginningofthe20thcentury-independencein1947)threeperiods.Afterindependencein1947,Intianeducationentereditsstageofall-rounddevelopment.
Maailman koulutustrendit2000-luvulla
Inthepastfewdecades,thepercentageoftheilliteratepopulationwithoutanyschooleducationhasdeclined.From36%in1960to25%in2000.
Indevelopingcountries,thepercentageofilliteracyin2000wasonlyhalfofthatin1970.Indevelopedcountries,illiteracyhasalsodroppedfrom6%to1%,andthosewithoutschooleducationhavedroppedfrom5%to2%.
OnDecember3,2018,the44thplenarymeetingofthe73rdUnitedNationsGeneralAssemblywasheldattheUnitedNationsHeadquartersinNewYork.ThemeetingpassedaresolutiontodesignateJanuary24everyyearasInternationalEducationDay.
Määritelmä
"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-orientededucationonKiinalainencampuses.
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.
Erilaisia näkemyksiä
Scholarsfromdifferentcountrieshavedifferentviewsonthedefinitionofeducation.
Aristoteles muinaisesta Kreikasta sanoi: "Koulutus seuraa luontoa."
PlatoofancientGreecesaid:"Educationistorestrainandguideyoungpeopleandcultivatetheirproperreason."
AmericanDeweysai sanoi: "Koulutus on elämää."
BritishSpencer sanoi: "Koulutus valmistaa elämää tulevaisuutta varten."
KiinaLiZhuangbelievesthat:"Educationistoforceorguidetheeducatedtoacceptspecificknowledge,rules,information,skills,skills,etc."
Confuciusattachesgreatimportancetoeducation.Heregardseducation,population,andwealthasthefoundationofthecountry.Thethreemajorelements.Hebelievesthatordinarypeopleshouldbeeducated,andtheseideasareabigstepforwardfromtheeraofslavery.Confuciusacknowledgedthatknowledgeandmoralityarecultivatedthroughlearning,andeducationisanimportantcauseofindividualdifferencesbetweenpeople.Therefore,hesaid:"Sexissimilar,andXiisfarfromeachother."Theideaof"similarsex"originated.
Mr. TaoXingzhi: "Elämäkoulutus". Henotonly tutkii teoreettisesti, mutta pyrkii myös harjoittamaan siviilikoulutusta "halua tulla kamelin" hengessä.
Mr.NieShengzhe:Excellencecomesfromteaching,andfamilyeducationisespeciallyimportant.Infact,familyeducationisthefoundationofwhetherapersoncangainafootholdinsocietyinthefuture.Intermsofthetotalamountofeducationinlife,theimportanceoffamilyeducationaccountsfor80%oftheproportion.Perhekoulutusisnotthatcomplicated.Itislaboreducation.Twothings,doinghouseworkandlearningtoendurehardship,startwithsupporteducation.
ZengZi: "Yliopiston tapa on MingMingdessa, lähellä ihmisiä ja päättyessä täydellisyyteen."
LuXun: "Koulutus rakentaa ihmisiä." Lasten viettely on pääasiassa ymmärtämistä, ohjausta ja vapauttamista.
CaiYuanpei:"Educationisabouthelpingtheeducatedpersontodevelophisownabilities,completehispersonality,andfulfillhisresponsibilitiesinhumanculture.Itisnotaboutcreatingakindofeducatedperson.Specialequipment."
TaoXingzhi:Educationisa"lifeeducation"basedonlifeandforthesakeoflife,trainingpeoplewiththeabilitytoact,thinkandbecreative.
HuangQuanyu: Koulutus"Tärkeintä on, että älä kuormaa autoa, vaan täytä polttoainesäiliö."
ZhongQiquan: Koulutus on "opiskelijoiden kehityksen" ja "persoonallisuuden kasvun" perusta.
QinWenjun:"Educationshouldbeadoor.Openitanditisfullofsunshineandflowers.Itcanbringconfidenceandhappinesstochildren."
TaoXingzhi: "Elämäkoulutus", "Yhteiskuntakoulu", "Opettaminen ja yhdessä tekeminen".
Konnotaatio
Koulutus voidaan jakaa laajaan ja suppeaan.
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
koulutuksen olemuksen monipuolinen tarkastelu
(1)Konnotaatio:Theso-calledessenceofeducationreferstoeducationasakindofsocietyThefundamentalfeaturethatdistinguishesactivitiesfromothersocialactivitiesisthequestionof"whatiseducation?"Itreflectstheinherentregulationofeducationalactivities,thatis,itsfundamentalcharacteristics.
(2)Neljä näkemystä koulutuksen olemuksesta:superrakenneteoria;tuottavuusteoria;erikoiskategoriateoria;multipleattisten määritteiden teoria.
(3) Viides näkökulma koulutuksen olemukseen: "tietoisuuden korvausteoria":
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"ModernKiinalainenDictionary"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"ModernKiinalainenDictionary"arealsocallededucationinabroadsense.Correspondingly,educationinthenarrowsensegenerallyreferstotheeducationofspecializedorganizations.Schooleducationincludesvarioustrainingactivitiessuchaseducation,training,learning,andfunding.Therefore,schooleducationalsobelongstothecategoryofmacroeducation.Likeeducation,integratingmultipleconceptsinthesamefieldwillinevitablymakeitdifficulttoformaunifieddefinition.Therefore,whenpeopleuseorunderstandthewordeducationindifferentoccasionsandcontexts,theyneedtopayspecialattentiontoitsexactmeaning.
Koulutustoiminto
Koulutustoiminto,whichreferstotheefficacyandfunctionofeducationalactivities,isthequestionof"whatdoeseducationdo?"Thefunctionofeducationcanberoughlydividedinto:individualdevelopmentfunctionandsocialdevelopmentfunction.Therefore,theindividualdevelopmentfunctionofeducationcanbedividedintotwoaspects:theindividualsocializationfunctionofeducationandtheindividualindividualizationfunction.Thefieldsofsocialactivitiesmainlyincludeeconomic,politicalandculturalaspects,sothesocialdevelopmentfunctionofeducationcanbedividedintotheeconomicfunction,politicalfunctionandculturalfunctionofeducation.
Koulutuksen päätoiminnot ovat:
(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.
Arvo
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.
ThereisaKiinalainensaying:tenyearsoftrees,ahundredyearsoftrees.Itrevealsthefundamentalvalueofeducation,whichistoprovidethecountrywithtalentswithloftybeliefs,noblemorals,honestyandlaw-abiding,exquisiteskills,knowledgeabletalents,andmulti-specialties,soastocreatescientificknowledgeandmaterialwealthforthecountry,forthefamily,andforthesociety,andpromoteEconomicgrowthpromotesnationalprosperityandpromotesworldpeaceandhumandevelopment.
Koulutuksen tyyppi
Perhekoulutus
Perhekoulutusisgenerallyconsideredtobetheeducationcarriedoutbyparents(thefirstofwhichareparents)totheirchildreninfamilylife.Thatis,parentsconsciouslyusetheirownwordsanddeedsandfamilylifepracticestogivetheirchildrenacertaineducationalimpactonsocialactivities.Accordingtomodernconcepts,itincludes:mutualinfluenceandeducationbetweenfamilymembers(includingparentsandchildren,etc.)inlife.ThefamousclinicalpsychologistHaoBinoncesaid:"Perhekoulutusisthefoundationandstartingpointoftheentireeducationoflife."Indeed,familyeducationisthekindofeducationthathasthedeepestimpactonaperson'slife.Itdirectlyorindirectlyaffectstherealizationofaperson'slifegoals.Perhekoulutusisanimportantpartofthetrinityeducationnetworkofsociety,family,andschool,anditisincreasinglyvaluedbyallsectorsofsociety.
Varhaiskasvatus
Varhaiskasvatusmainlyreferstotheeducationimplementedforchildrenaged3to6yearsold.Varhaiskasvatusisthesecondhalfofpreschooleducationorearlyeducation.Thefrontpartisconnectedwiththeeducationofinfantsaged0to3yearsold,andthebackpartisconnectedwithelementaryeducation.Thisisanimportantandspecialstageofaperson'seducationanddevelopment."Important"referstotheperiodwhenaperson’sdevelopmentisthefoundation,andmanyimportantabilitiesandpersonalitytraitsformbasiccharacteristicsduringthisperiod;Andyoucanstartthetransitionalperiodoflearninganddevelopingaccordingtotheneedsofsociety.
Muodollinenkoulutus
Social,grouporprivatecoursestoeducatepeople,usuallyyoungpeople.Muodollinenkoulutusisrelativelysystematicandcomplete.Theformaleducationsystemimpartsidealorvaluableknowledge,butsometimesabusesoccur.
Aikuiskoulutus
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.
Etäopetus
ThemethodofteachingthroughtheInternetandothermethods.
Lifelongeducationoradulteducationisverypopularinmanycountries."Education"isalsoregardedasamatterforchildren,andadulteducationisoftenbrandedas"adultlearning"or"lifelonglearning".
ListofCategories
·LifeCareEducation
·FilialtyEducation
·Moraalinen koulutus
· Prenataalinen koulutus
·Esikoulu-opetus
· Lastenkoulutus
· Luokkakoulutus
·Peruskoulutus
·Toisen asteen koulutus
·Korkeampi koulutus
· GraduateEducation
· Peruskoulutus, yliopistokoulutus
.ComputerEducation
·Ammatillinen korkeakoulutus
·Erikoiskoulutus
·Pakollinen koulutus
·Elinikäinen koulutus
·Ammatillinen koulutus
·Aikuiskoulutus
·OpenEducation
·Jatkokoulutus
·CadreEducation
·Etäopetus
·Kirjeenvaihtokoulutus
·Työ-opiskelu
· Matemaattinen koulutus
· Kieliopetus
·Lukukoulutus
·ScienceEducation
·Tietokoulutus
·Yhteiskuntatieteellinen koulutus
·Taidekoulutus
·Perhekoulutus
·Erityis opetus
· Lahjakoulutus
· Korjaava koulutus
·Sukupuolivalistus
· Yksittäinen koulutus
p>Oppilaitos
·Lastentarha
· Päiväkoti
·Peruskoulu
·Yläaste
.Secondary VocationalSchool
·Lukio
· Senior Vocational School
·Tekninen korkeakoulu
·Teknillinen oppilaitos
·Yliopisto
·College
·Tutkimusinstituutti
·AdvancedTrainingClass
·TrainingClass
· Raputuskoulu
Koulutusmenetelmä
Taso
Theenvironmentofeducationcanbedividedinto:politicalenvironment,familyenvironment,schoolenvironment,socialenvironment,andecologicalenvironment.
Thegoalofeducationcanbeunderstoodasstartingfromthepursuitofpersonalsurvivalskills,tothepursuitofnationalinterests,nationalinterests,andthecontinuedscientific,happyandsafehigh-techofmankindtobenefitmankind.Thereisnoend!
Tieteellinen koulutus on kolmiulotteinen, ja se on jaettu neljään tasoon: kouluopetus, perhekasvatus, sosiaalikasvatus ja itsekasvatus.
Koulutus: Viittaa koulutuskäyttäytymiseen opiskelijoiden älykkyysosamäärän (IQ) parantamiseksi.
Perhekoulutus: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.
Rytmi
0-3-vuotiaat: viljele sisäjärjestystä ja harjoitustavoitteet ovat "keskeisiä";
3–9-vuotiaat: istuta syyn periaate,Koulutuksen tavoite perustuu "kiinnostukseen";
9-12-vuotiaat: istuta looginen ajattelu ja koulutustavoitteet perustuvat "tarkkuuteen";
12-18-vuotiaat:laajenna muotoa,Koulutuksen tavoite perustuu "ymmärtämiseen";
18-21-vuotiaat:innovaatiomotivaatio ja koulutuksen tavoitteet, jotka perustuvat "käytäntöön";
toteutus
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.
On olemassa haittoja
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.Laadukas koulutus on vielä pantava täytäntöön.
Marxilaisen koulutuksen näkemys
Sincethe1840s,manyworksofMarxandEngelshaveputforwardthepreliminaryprinciplesofMarxilaisen koulutuksen näkemys(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.
Teoriaalueiden pääkomponentit ovatseuraavat:
(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.
Bibliografia
1.M.W.Appel: "IdeologyandSchoolCurriculum", 1979 Englanti.
2. OBebel: "WomenandSocialism" (1879), 1886 Englanti.
3.P.Bourdieu ja J.C.Passeron:"The ReproductionofEducation,SocietyandCulture",1979Englanninkielinen.
4.S.Bowers ja H.Kintis: "Educationin CapitalistAmerica",1976 Englantikieli.
5.ZisusaFoji:"SocietyinFormation",1979englanninkielinen versio, luku 4.
6. PaulFrere: "The Pedagogiikkaofthe Oppressed", 1970 Englanti.
7.AntonioGramsci: "AlternativeEducation", 1973Italian versio.
8. JeanJaures: "SosialismandEducation", 1899Ranskalainen julkaisu.
9. PaulLangevin: "Thoughtsand Actions", ranskalainen versio vuonna 1950.
10. Frederick Lenin: "Kansallisen koulutusministeriön politiikkakysymykset" (1913), englanninkielinen versio vuonna 1963.
11.Ibid.Kirjoittaja:"TheTaskoftheYouthLeague"(1920),englanniksi vuonna 1966.
12.Ibid.Kirjoittaja:"OpinionsonNajieshidaKonstantinovna's Outlineof ComprehensiveTechnicalEducation"(1920),1966Englanninkielinen.
13.D.Lindenberg: "Communist Internationaland ClassSchool", ranskalainen kieli vuonna 1972.
14.M.A.Manacorda: "MarxandModern Pedagogiikka", 1966 italialainen painos.
KiinalainenLaw
InApril1986,Kiinapromulgatedthe"CompulsoryEducationLawofthePeople'sRepublicofKiina."ThisisthefirsttimethatKiinahasfixedfreeandcompulsoryeducationintheformoflaw,whichmeansthat"childrenandteenagers"ofschoolagemustreceive9yearsofcompulsoryeducation.TheformulationoftheCompulsoryEducationLawmarkedanewstageinthedevelopmentofKiina'sbasiceducation.Althoughthereareonly18articles,"thestateimplementsnine-yearcompulsoryeducation"hassincebecomealegalobligation.
Thelatest"LawofthePeople’sRepublicofKiinaonCompulsoryEducation"hasbeenrevisedandadoptedatthe22ndmeetingoftheStandingCommitteeoftheTenthNationalPeople’sCongressofthePeople’sRepublicofKiinaonJune29,2006.Since2006ItwillcomeintoeffectonSeptember1.Aftertwoyearsoftransition,Kiinahasimplementedaveritablecompulsoryeducationnationwideinthefallof2008.
Compulsoryeducationisanationaleducationthatmustbeacceptedbyschool-agechildrenandadolescentsandmustbeguaranteedbythestate,society,andfamiliesinaccordancewiththelaw.Itsessenceisasystemofcompulsoryeducationforschool-agechildrenandadolescentsimplementedbythestateforacertainnumberofyearsinaccordancewiththeprovisionsofthelaw.Compulsoryeducationisalsocalledcompulsoryeducationandfreecompulsoryeducation.Compulsoryeducationhasthecharacteristicsofcompulsory,freeanduniversal.
Kiina'sCompulsoryEducationLawstipulatesthattheperiodofcompulsoryeducationisnineyears.ThisregulationisinlinewithKiina'snationalconditionsandisappropriate.TheactualsituationofKiina’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.FromtheperspectiveofKiina'seducationalsystem,nine-yearoreight-yearcompulsoryeducationincludestwostages:elementarycompulsoryeducationandelementarysecondarycompulsoryeducation.School-agechildrenandadolescentswhocompletenineoreightyearsofcompulsoryeducationincompulsoryeducationschoolsaccordingtoregulationscanreachtheeducationallevelofjuniorhighschoolgraduation.
Tarkoitus
Thepurposeofeducationisproposedandformulatedbypeople,anditreflectspeople'ssubjectivewill.Becausepeopleholddifferentvaluesforeducation,differentopinionsareformedonissuessuchasthebasisforformulatingeducationalgoals.Fromthelevelofgeneraleducationtheory,thecoregoalofeducationistostimulatestudents'inherentpotential,sothatallaspectsofitcanbefullydeveloped.
Julkiset investoinnit
TheEleventhFive-YearNationalEconomicandSocialKehitysofthePeople’sRepublicofKiinaapprovedbytheFourthSessionoftheTenthNationalPeople’sCongressThe"OutlineofthePlan"stipulates:"Ensurethatthegrowthrateoffiscaleducationexpenditureissignificantlyhigherthanthatofregularfiscalrevenue,andgraduallyincreasetheproportionoffiscaleducationexpendituretoGDPto4%."Thismeansthat"4%"Therealizationofthegoalwaspostponedfrom2000to2010.The"OutlineoftheNationalMediumandLong-termEducationReformandKehitysPlan"formulatedin2010pushedthisgoalto2012.
From1993to2012,thefigureof4%waslikeasensitivenerve,affectingallaspectsofareformingcountry.Whenthe4%targetwasproposedin2000,aUNeducationofficialoncesaidthatKiina’semphasisoneducationis“notasgoodasthatofimpoverishedUganda.”Forthis,LiLanqing,theformerVicePremieroftheStateCouncil,waspointedoutinpersonthat"thegovernmentisnothingtosay."
ThegovernmentworkreportattheFifthSessionoftheEleventhNationalPeople’sCongressinMarch2012statedthatthecentralgovernmenthaspreparedbudgetsbasedonthenationalfiscalexpendituresforeducationaccountingfor4%ofGDP,andlocalfinancesAlsoarrangeaccordinglytoensurethatthisgoalisachieved.
Kehitys
Providechildrenwitheducationinanatmosphereofprogress,integration,perseverance,friendship,andgratitude,aimingtocreateahealthyandindependentcharacterfortheonlychildinKiina,andcultivatechildren'sexcellentLearningandlivinghabits,helpingthembuildacorrectoutlookonlife,valuesandasoundpersonalityastheirownresponsibility.
Ammatillinen koulutus
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.
Kirjoittaminen paperille,sääntöjen tekeminen jokaiselle tehtävälle,tämä järjestelmä;ilman paperille kirjoittamista,ilman sääntöjä,jokainen tietää kuinka tehdä se,tämä opetus.
Lakien luettelo
TheEducationLawofthePeople’sRepublicofKiina
TheCompulsoryEducationLawofthePeople’sRepublicofKiina
TheVocationalEducationLawofthePeople’sRepublicofKiina
LawofthePeople'sRepublicofKiinaonthePromotionofPrivateEducation
RelevantEducation Laws
TheLawofthePeople'sRepublicofKiinaontheProtectionofMinors
ThePeople'sRepublicofKiinaonPreventionofMinorsCriminalLaw
TheNationalCommonLanguageLawofthePeople’sRepublicofKiina
Koulutusta koskevat hallintosäännökset
InterimRegulationsonWork-studyProgramsinPrimaryandSecondarySchoolsacrosstheCountry
StateCouncilProvisionalRegulationsonLevyingAdditionalEducationFees
Lapsityövoiman käytön kielto
Säännöt palkitsemisesta opetuksen saavutuksista
Vammaisten koulutusta koskevat säännöt
Opettajan pätevyyttä koskevat säännöt
Paikalliset koulutussäännökset
HebeiProvince’sRegulationsontheApplicationofKiinalainenLanguageandCharacters
HebeiProvince’sMeasuresfortheImplementationofthe"CompulsoryEducationLawofthePeople’sRepublicofKiina"
HebeiProvince’sImplementationofthe"KiinalainenMeasuresoftheTeachersLawofthePeople’sRepublicofKiina
MeasuresofHebeiProvincetoimplementthe“VocationalEducationLawofthePeople’sRepublicofKiina”
MeasuresofHebeiProvincetoimplementthe“LawofthePeople’sRepublicofKiinaontheProtectionofMinors”
HebeiProvinceon-the-jobemployeeeducationregulations
HebeiProvinceCompulsoryEducationFundingandUseManagementRegulations
EducationAdministrativeRegulationsandOtherNormativeDocuments
Päiväkodin työsäännöt
Peruskoulun hallintosäännöt
Erikoiskoulujen väliaikaiset säännöt
InterimRegulationsforMigrantChildrenandAdolescentstoSchool
Peruskoulun ja peruskoulun kirjaston (huone)säännöt
Regulationsonlaboratoryworkinprimaryandsecondaryschools
Regulationsonthepublicationanddistributionofgeneralprimaryandsecondaryschooltextbooks
Regulationsonthepublicationanddistributionofaudiovisualtextbooksingeneralprimaryandsecondaryschools
>RegulationsofAudio-visualEducationinElementaryandSecondarySchools
InterimRegulationsontheWorkofHeadTeachersinMiddleSchools
InterimRegulationsonCampusEnvironmentalManagementofPrimaryandSecondarySchools
InterimMeasuresfortheManagementofChargesinGeneralSeniorMiddleSchools
Perus- ja keskiasteen koulujen rahoitusjärjestelmä
Koulutuksen valvontaa koskevat väliaikaiset säännöt
ExemplaryHighSchoolAssessmentandAcceptanceStandards
ProvisionsonContinuingEducationforPrimaryandSecondarySchoolTeachers
ProvisionsontheTrainingofPrimaryandSecondarySchoolPrincipals
TrialRegulationsonthePositionsofPrimaryandSecondarySchoolTeachers
TrialRegulationsonthePositionsofSecondarySchoolTeachers
Kasvatusalat
Yleinen didaktiikka
Pedagogiikka
.EducationalInnovation
.EducationalArvo
· Koulutusfilosofia
·Educational Basic Theory
· Koulutuslaki
·Koulutusjohtaminen
·TietotekniikkaKoulutus
·Educational Technology, Educational Engineering
· Koulutustekniikka
·EducationalEconomics
· Kasvatuspsykologia
· Kasvatussosiologia
·Kasvattava futurologia
·Kouluhygienia
·VertailuKoulutus
· Koulutustilastot
·Koulutusviestintä
·Koulutusedut
·Opetustekniikka
·Esikoulu-opetus
·Koulutusarviointi
Ammattitutkintokoe
TheteacherqualificationexaminationisanofficialqualificationforteacherssetbytheExaminationCenteroftheMinistryofEducationtakeanexam.
DifferencesbetweenKiinaandtheWest
Läntineneducationismostlybasedonhumanisticideasandcultivatespeople'spracticalandanalyticalskillsfromanearlyage.Encouragefreedomofthoughtandberesponsibleforyourownwordsandactions.Theroleofteachersismainlytoguidethem.Theyareoftenlikefriendstodiscussproblemswithstudents.Forstudents’questions,theyoftenrefertothelibrarytoletstudentsfindmaterialsandmaketheirownjudgments,andtrynottoinfluencethemasmuchaspossible.Students'independentthinking.ThehomeworkthatelementaryschoolstudentsinEuroopassaanandAmericancountriesoftendoisanexperimentreport.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."ThisisbecauseLäntineneducationlackstheabilitytocultivatecomprehensivethinkingandlateralthinking(lateralthinking-peopleThefundamentaldifferencewiththecomputer,forexample:Therearetenyuanoroneyuan,whichoneshouldyoutake?Onethattakestenyuanoroneyuanisverticalthinking;theonethattakesbothornoneishorizontalthinking).
ThemainbodyofKiinalaineneducationhasalwaysbeenexpressedthroughConfucianism.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.
ModernKiina’seducationhaswithstoodtheimpactofLäntineneducationmethods,andtherehasbeenasituationofcoexistenceofopposites.Inotherwords,thisisastrongcollisionofKiinalainenandLäntinenideas,andthedifferenceineducationmethodsisonlyamanifestationofthedifferences.Therefore,thereis"usebarbarianstocontrolbarbarians"and"usedoctrine".Upholdingoneselfisalsoaway.InTaiwanandinSoutheastAsia,thereareverysuccessfulexamplesofusingKiinalainentraditionaleducation.Theyhavealwaysadheredtomoraleducationandhavealsocultivatedmanyoutstandingtalents.(Educationthatcultivatesmostoutstandingcitizensisasuccessfuleducation,notafewcelebritiesorscientists.Whetheracountryisstrongornotdependsonthequalityofthemajorityofitscitizens.)ButKiina’scurrenteducationsystemisstillveryproblematic.Especiallyattheuniversitystage,thenatureofqualityeducationisstillnotwellreflected,andstudentsaremoreofaformofexamination.
Rahoitussijoitukset
In2021,thecentralgovernmentwillallocate177billionyuaninurbanandruralcompulsoryeducationsubsidies,anincreaseof4.3%;supportfundsforpreschooleducationdevelopmentwillallocate19.8billionyuan,anincreaseof5.3%;HyundaiThevocationaleducationqualityimprovementplanwasallocated27.7billionyuan,anincreaseof7.7%;studentsubsidieswereallocated66billionyuan,anincreaseof16.3%.
Tilastot
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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