Historia
Etymologia
Cinese
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,Occidentislearninggraduallybecamethemainformofschooleducation.
Thepopularityoftheword"education"inmodernCineseisconnectedwiththemodernizationofCineseeducation,reflectingthemoderntransformationofCineseeducationdiscoursefrom"learning-oriented"to"teaching-oriented".
Occidentis
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.
Progressus
Europa
IntheWest,theoriginofeducationisgreatlyinfluencedbyreligiousorganizations:priestsrecognizetheimportanceofeducationSex,establishaschoolsystem.InEuropa,manyofthefirstuniversitieshaveaCatholicbackground.AftertheReformationinScotland,anewNationalChurchofScotlandwasestablished.
China
CineseeducationbeganwithCineseclassicalworks,notreligiousorganizations.Intheearlydays,Chinaappointededucatedofficialstomanagetheempire.TheimperialexaminationsystemusedtoselectofficialswasestablishedintheSuiDynasty,andEmperorTaizongoftheTangDynastyperfectedtheimperialexaminationsystem.
Attheendofthe19thcentury,pioneerssuchasHeZiyuanandQiuFengjiasucceededinestablishingnewschoolssuchasYunandongElementarySchool,TongrenSchool,XingminMiddleSchool,andShimaElementarySchools.Nationalconstructionhascultivatedalargenumberofvaluabletalents.Subsequently,China'smoderneducationsystemhasbeencontinuouslyimprovedandstrengthened.
Inthe1990s,China'seducationsystemhasundergonemajorchanges,andprivatecapitalhasre-enteredtheeducationfield.
Iaponia
TheoriginofIaponiaeseeducationiscloselyrelatedtoreligion.TheschoolisatempleforyoungpeoplewhowanttostudyBuddhismandbecomemonks.Later,childrenwhowanttolearnwillgoto"Tera-koya"(meaningtemplehut)tolearnhowtoreadandwriteIaponiaese.
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-orientededucationonCinesecampuses.
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: "Education sequitur naturam."
PlatoofancientGreecesaid:"Educationistorestrainandguideyoungpeopleandcultivatetheirproperreason."
AmericanDeweysaid: "Educationis vita."
British Spencer dixit: "Educatio vitam futuram praeparat."
ChinaLiZhuang credit esse: "Educationis vim instituere eruditos ad accipiendas cognitiones, regulas, informationes, artes, artes, etc."
Confuciusattachesgreatimportancetoeducation.Heregardseducation,population,andwealthasthefoundationofthecountry.Thethreemajorelements.Hebelievesthatordinarypeopleshouldbeeducated,andtheseideasareabigstepforwardfromtheeraofslavery.Confuciusacknowledgedthatknowledgeandmoralityarecultivatedthroughlearning,andeducationisanimportantcauseofindividualdifferencesbetweenpeople.Therefore,hesaid:"Sexissimilar,andXiisfarfromeachother."Theideaof"similarsex"originated.
Mr.TaoXingzhi: "Laeiseducationem". Henotonly theoretice explorat, sed etiam cum spiritu voluntatis "esse acamel velle".
Mr.NieShengzhe:Excellencecomesfromteaching,andfamilyeducationisespeciallyimportant.Infact,familyeducationisthefoundationofwhetherapersoncangainafootholdinsocietyinthefuture.Intermsofthetotalamountofeducationinlife,theimportanceoffamilyeducationaccountsfor80%oftheproportion.Familyeducationisnotthatcomplicated.Itislaboreducation.Twothings,doinghouseworkandlearningtoendurehardship,startwithsupporteducation.
ZengZi: "Modus universitatis est in Mingde, in claudit populum, et ending in perfectione."
LuXun: "Educationis ad aedificandum populum." Liberi seducationis maxime intelligendi, ductu et liberatione.
CaiYuanpei:"Educationisabouthelpingtheeducatedpersontodevelophisownabilities,completehispersonality,andfulfillhisresponsibilitiesinhumanculture.Itisnotaboutcreatingakindofeducatedperson.Specialequipment."
TaoXingzhi:Educationisa"lifeeducation"basedonlifeandforthesakeoflife,trainingpeoplewiththeabilitytoact,thinkandbecreative.
HuangQuanyu:Educatio "Important res nottoloadthe car, sed impleat escaltank."
ZhongQiquan:Educationis fundatio "discipuli" et "personalitatis incrementum".
QinWenjun:"Educationshouldbeadoor.Openitanditisfullofsunshineandflowers.Itcanbringconfidenceandhappinesstochildren."
TaoXingzhi: "Lifeiseducatio", "Societatis scholae", "Docendi et agendi".
Connotatio
Educationcanbedividedintobroadsense et narrowsense.
Educationinabroadsensereferstoallsocialpracticeactivitiesthatpurposefullyaffectthephysicalandmentaldevelopmentofpeople.
Educationinthenarrowsensereferstotheeducationofspecializedorganizations,thatis,schooleducation.Itincludesnotonlyfull-timeschooleducation,butalsohalf-time,amateurschooleducation,correspondenceeducation,publicationeducation,andbroadcastingschool.AndTVschooleducation.
Accordingtocertainsocialrealityandfutureneeds,itfollowsthelawsoftheyounggeneration’sphysicalandmentaldevelopment,purposefully,planned,organized,andsystematicallyguidestheeducatedtoacquireknowledgeandskills,cultivatesideologicalandmoralcharacter,Anactivitythatdevelopsintelligenceandphysicalstrengthinordertotraintheeducatedtoadapttotheneedsofacertainsociety(oracertainclass)andpromotesocialdevelopment.
Essentia
Multiplescrutiny of theessenceofeducation
(1)Connotatio:Theso-calledessenceofeducationreferstoeducationasakindofsocietyThefundamentalfeaturethatdistinguishesactivitiesfromothersocialactivitiesisthequestionof"whatiseducation?"Itreflectstheinherentregulationofeducationalactivities,thatis,itsfundamentalcharacteristics.
(II) Fourviewson theessencefeducation: superstructuretheory, productivitytheory, specialcategorytheory, multipleattributestheory.
(3) Quinta visio est de essentiae educationis.
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"ModernCineseDictionary"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"ModernCineseDictionary"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.
Precium
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.
ThereisaCinesesaying: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.
Earlychildhoodeduction
Earlychildhoodeductionmainlyreferstotheeducationimplementedforchildrenaged3to6yearsold.Earlychildhoodeductionisthesecondhalfofpreschooleducationorearlyeducation.Thefrontpartisconnectedwiththeeducationofinfantsaged0to3yearsold,andthebackpartisconnectedwithelementaryeducation.Thisisanimportantandspecialstageofaperson'seducationanddevelopment."Important"referstotheperiodwhenaperson’sdevelopmentisthefoundation,andmanyimportantabilitiesandpersonalitytraitsformbasiccharacteristicsduringthisperiod;Andyoucanstartthetransitionalperiodoflearninganddevelopingaccordingtotheneedsofsociety.
Formulae
Social,grouporprivatecoursestoeducatepeople,usuallyyoungpeople.Formulaeisrelativelysystematicandcomplete.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.
Distantiae
ThemethodofteachingthroughtheInternetandothermethods.
Lifelongeducationoradulteducationisverypopularinmanycountries."Education"isalsoregardedasamatterforchildren,andadulteducationisoftenbrandedas"adultlearning"or"lifelonglearning".
ListofCategories
·LifeCareEducation
·FilialtyEducation
· MoralEducation
·PrenatalEducation
·Preschooleduction
· Childreneducation
·Ordo
· Elementaryeducation
·Secundaria Education
·Superius educatio
· GraduateEducation
· UndergraduateEducation,UniversityEducation
.ComputerEducation
·HyherVocationalEducation
· SpecializedEducation
· CoactusEducation
·LifelongEducation
·Variis Artibus
·AdultEducation
·OpenEducation
·ContinuingEducation
· CadreEducation
· DistanceEducation
· Correspondentia
·Opus-studio
·Mathematicseduction
·Languageeducation
· Readingeduction
·ScienceEducation
·InformationEducation
·SocialScienceEducation
· ArtEducation
· FamiliaeEducation
·SpecialEducation
·GiftEducation
·RemedialEducation
· SexEducation
· unus-ad-OneEducation
p>Institutum
· Seminarium
· Kindergarten
·Ludi litterarii
·Junior princeps schola
.SecondaryVocationalSchool
· HighSchool
· SeniorVocationalSchool
·TechnicalCollege
·TechnicalSchool
·University
·Collegium
· ResearchInstitute
·AdvancedTrainingClass
·TrainingClass
·INCULCO schola
Educationmethod
Level
Theenvironmentofeducationcanbedividedinto:politicalenvironment,familyenvironment,schoolenvironment,socialenvironment,andecologicalenvironment.
Thegoalofeducationcanbeunderstoodasstartingfromthepursuitofpersonalsurvivalskills,tothepursuitofnationalinterests,nationalinterests,andthecontinuedscientific,happyandsafehigh-techofmankindtobenefitmankind.Thereisnoend!
Scientificeducationis tres dimensivas, anditis in quattuor gradus divisa: educatio, educatio familiae, societas educatio et sui ipsius educatio.
Schooleducation:Refersto theeducationalbehavior for the purposeofimprovings'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
0-3 annorum: ordo culturae et disciplinae "focus" ordinatur;
3-9 annorum: rationem instituendi principium;
IX-XII annorum: implantatio cogitationis et disciplinae fundamentum "accuratio";
XII-XVIII annorum: expansionalgethe forma, institutio- nis basis "comprehensio";
XVIII-XXI annos: injectinnovationis motivationis et disciplinae institutio fundamento "practica";
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.Qualityeducation stillneedstobeimplemented.
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.
Themaincomponents of theoryareasfollows:
(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.
Bibliographia
1.M.W.Appel: "Ideologia et Schola Curriculum", 1979 Englishedition.
2.OBebel: "WomenandSocialismus" (1879), 1886 Anglica editio.
3.P.BourdieuandJ.C.Passeron:"Reproduction ofEducation,Societatis et Culturae",1979 Anglica editio.
4.S.BowersandH.Kintis: "EducationinCapitalistAmerica", 1976 Englishedition.
5.ZisusaFoji: "Societatis in formatione", 1979 Englishedition,Cap.
6.PaulFrere:"ThePaedagogia of the Oppressed",1970 Anglica editio.
7.AntonioGramsci: "AlternativeEducation", 1973Italianedition.
8. JeanJaures: "SocialismandEducationis", 1899Frencheditio.
9.PaulLangevin: "Cogitationes et actiones", Frencheditionin1950.
10.FrederickLenin: "OnthePolicyIssues of the Ministeriales NationalisEducationis" (1913), Englisheditionin1963.
11. Ibid.
12.Ibid.Author: "Outline of ComprehensiveTechnicalEducation" (1920), 1966 Englishedition.
13.D.Lindenberg: "CommunistInternationalandClassSchool",Frencheditionin1972.
14.M.A.Manacorda: "MarxandModernPedagogia", 1966 Italianeditio.
CineseLaw
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.
Propositum
Thepurposeofeducationisproposedandformulatedbypeople,anditreflectspeople'ssubjectivewill.Becausepeopleholddifferentvaluesforeducation,differentopinionsareformedonissuessuchasthebasisforformulatingeducationalgoals.Fromthelevelofgeneraleducationtheory,thecoregoalofeducationistostimulatestudents'inherentpotential,sothatallaspectsofitcanbefullydeveloped.
Publicinvestment
TheEleventhFive-YearNationalEconomicandSocialProgressusofthePeople’sRepublicofChinaapprovedbytheFourthSessionoftheTenthNationalPeople’sCongressThe"OutlineofthePlan"stipulates:"Ensurethatthegrowthrateoffiscaleducationexpenditureissignificantlyhigherthanthatofregularfiscalrevenue,andgraduallyincreasetheproportionoffiscaleducationexpendituretoGDPto4%."Thismeansthat"4%"Therealizationofthegoalwaspostponedfrom2000to2010.The"OutlineoftheNationalMediumandLong-termEducationReformandProgressusPlan"formulatedin2010pushedthisgoalto2012.
From1993to2012,thefigureof4%waslikeasensitivenerve,affectingallaspectsofareformingcountry.Whenthe4%targetwasproposedin2000,aUNeducationofficialoncesaidthatChina’semphasisoneducationis“notasgoodasthatofimpoverishedUganda.”Forthis,LiLanqing,theformerVicePremieroftheStateCouncil,waspointedoutinpersonthat"thegovernmentisnothingtosay."
ThegovernmentworkreportattheFifthSessionoftheEleventhNationalPeople’sCongressinMarch2012statedthatthecentralgovernmenthaspreparedbudgetsbasedonthenationalfiscalexpendituresforeducationaccountingfor4%ofGDP,andlocalfinancesAlsoarrangeaccordinglytoensurethatthisgoalisachieved.
Progressus
Providechildrenwitheducationinanatmosphereofprogress,integration,perseverance,friendship,andgratitude,aimingtocreateahealthyandindependentcharacterfortheonlychildinChina,andcultivatechildren'sexcellentLearningandlivinghabits,helpingthembuildacorrectoutlookonlife,valuesandasoundpersonalityastheirownresponsibility.
Vocationibus disciplina
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.
Scribens chartam, regulas faciens in omnionetodo, haec est ratio, sine scriptura, sine regulas faciens, unusquisque scit monstrare, hoc facere.
ListofLaws
TheEducationLawofthePeople RepublicofChina
TheCompulsoryEducationLawofthePeople’sRepublicofChina
TheVocationalEducationLawofthePeople’sRepublicofChina
LawofthePeople'sRepublicofChinaonthePromotionofPrivateEducation
RelevantEducationLaws
TheLawofthePeople'sRepublicofChinaontheProtectionofMinors
ThePeople'sRepublicofChinaonPreventionofMinorsCriminalLaw
TheNationalCommonLanguageLawofthePeople’sRepublicofChina
AdministrativeRegulationsonEducation
InterimRegulationsonWork-studyProgramsinPrimaryandSecondarySchoolsacrosstheCountry
StateCouncilProvisionalRegulationsonLevyingAdditionalEducationFees
Prohibitionontheuseofchildlabor
Regulationsonrewardsforteachingachievements
Regulationsoneducationforpersonswithdisabilities
Regulationsonteacherqualifications
LocalEducationRegulations
HebeiProvince’sRegulationsontheApplicationofCineseLanguageandCharacters
HebeiProvince’sMeasuresfortheImplementationofthe"CompulsoryEducationLawofthePeople’sRepublicofChina"
HebeiProvince’sImplementationofthe"CineseMeasuresoftheTeachersLawofthePeople’sRepublicofChina
MeasuresofHebeiProvincetoimplementthe“VocationalEducationLawofthePeople’sRepublicofChina”
MeasuresofHebeiProvincetoimplementthe“LawofthePeople’sRepublicofChinaontheProtectionofMinors”
HebeiProvinceon-the-jobemployeeeducationregulations
HebeiProvinceCompulsoryEducationFundingandUseManagementRegulations
EducationAdministrativeRegulationsandOtherNormativeDocuments
KindergartenWorkRegulations
PrimarySchoolManagementRegulations
InterimRegulationsforSpecialEducationSchools
InterimRegulationsforMigrantChildrenandAdolescentstoSchool
PrimaryandElementarySchoolLibrary(Loom) Ordinationes
Regulationsonlaboratoryworkinprimaryandsecondaryschools
Regulationsonthepublicationanddistributionofgeneralprimaryandsecondaryschooltextbooks
Regulationsonthepublicationanddistributionofaudiovisualtextbooksingeneralprimaryandsecondaryschools
>RegulationsofAudio-visualEducationinElementaryandSecondarySchools
InterimRegulationsontheWorkofHeadTeachersinMiddleSchools
InterimRegulationsonCampusEnvironmentalManagementofPrimaryandSecondarySchools
InterimMeasuresfortheManagementofChargesinGeneralSeniorMiddleSchools
FinancialSystemofPrimaryandSecondarySchools
InterimRegulationsonEducationalSupervision
ExemplaryHighSchoolAssessmentandAcceptanceStandards
ProvisionsonContinuingEducationforPrimaryandSecondarySchoolTeachers
ProvisionsontheTrainingofPrimaryandSecondarySchoolPrincipals
TrialRegulationsonthePositionsofPrimaryandSecondarySchoolTeachers
TrialRegulationsonthePositionsofSecondarySchoolTeachers
EducationalMajors
GeneralDidactics
Paedagogia
.EducationalInnovation
.EducationalPrecium
·EducationalPhilosophy
·EducationalBasicTheory
·EducationalLaw
·EducationalManagement
·InformationTechnologyEducation
·EducationalTechnology, EducationalEngineering
·EducationalTechnology
·EducationalEconomics
·EducationalPsychology
·EducationalSociology
·EducationalFuturology
·SchoolHygiene
·ComparisonEducation
·EducationalStatistics
·EducationalCommunication
·EducationalBenefits
·Technology
· PreschoolEducation
·EducationalEvaluation
VocationalQualificationExamination
TheteacherqualificationexaminationisanofficialqualificationforteacherssetbytheExaminationCenteroftheMinistryofEducationtakeanexam.
DifferencesbetweenChinaandtheWest
Occidentiseducationismostlybasedonhumanisticideasandcultivatespeople'spracticalandanalyticalskillsfromanearlyage.Encouragefreedomofthoughtandberesponsibleforyourownwordsandactions.Theroleofteachersismainlytoguidethem.Theyareoftenlikefriendstodiscussproblemswithstudents.Forstudents’questions,theyoftenrefertothelibrarytoletstudentsfindmaterialsandmaketheirownjudgments,andtrynottoinfluencethemasmuchaspossible.Students'independentthinking.ThehomeworkthatelementaryschoolstudentsinEuropaanandAmericancountriesoftendoisanexperimentreport.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."ThisisbecauseOccidentiseducationlackstheabilitytocultivatecomprehensivethinkingandlateralthinking(lateralthinking-peopleThefundamentaldifferencewiththecomputer,forexample:Therearetenyuanoroneyuan,whichoneshouldyoutake?Onethattakestenyuanoroneyuanisverticalthinking;theonethattakesbothornoneishorizontalthinking).
ThemainbodyofCineseeducationhasalwaysbeenexpressedthroughConfucianism.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’seducationhaswithstoodtheimpactofOccidentiseducationmethods,andtherehasbeenasituationofcoexistenceofopposites.Inotherwords,thisisastrongcollisionofCineseandOccidentisideas,andthedifferenceineducationmethodsisonlyamanifestationofthedifferences.Therefore,thereis"usebarbarianstocontrolbarbarians"and"usedoctrine".Upholdingoneselfisalsoaway.InTaiwanandinSoutheastAsia,thereareverysuccessfulexamplesofusingCinesetraditionaleducation.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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