I. Educational development
(A) the concept of education
Education is a social activity to cultivate people and a basic way to inherit social culture, production experience and social life experience. Broadly speaking, all activities that enhance people's knowledge and skills and influence people's thoughts have educational functions. Education in a narrow sense refers to social activities whose direct goal is to influence people's physical and mental development. Mainly refers to school education. It is an activity that education affects the physical and mental health of the educated and urges them to change in the expected direction according to certain social requirements.
Education is a unique social phenomenon of human beings. In the early days of slave society, when the productivity reached a certain level, some people could get rid of productive labor, and the language developed into a relatively complete written form, schools appeared.
School education system
1, the formal development of the school education system
Is there an evolution from informal education to formal education in history, rather than from formal education to formal education? The main symbol of education in Wang Zun is the modern education system with the school system as the core, also known as institutionalized education. The development of education system has gone through the process of institutionalized education, institutionalized education and non-institutionalized education.
(1) preschool education
The process of materialization of education is the process of formal education from amorphous to stereotyped. Stereotyped educational organizations include ancient pre-school and pre-social educational institutions, as well as modern schools and social educational institutions.
(2) institutionalized education
The appearance of modern school system has opened a new stage of institutionalized education. Strictly speaking, the school education system has basically taken shape in the second half of the19th century. The formation of school education system means the formation of institutionalized education, which mainly refers to formal education, that is, an education system with hierarchical structure and classification according to age; institutionalized education refers to all kinds of schools at all levels that form a system.
The symbol of the rise of institutionalized education in modern China was "abolishing imperial examinations and promoting schools" in the late Qing Dynasty? Promulgated a national unified educational purpose and modern academic system. The complete academic system in modern China came into being with the emergence of the Society, namely 1902' s imperial academy Constitution (also known as Renyin Academic System) and 1903' s Guimao Academic System. Institutionalized education tends to be mature.
(3) Non-institutionalized educational thought
The ideal advocated by non-institutionalized education is that education should no longer be confined to the walls of schools: "For institutionalized education, non-institutionalized education has changed not only the educational form, but also the educational concept. The ideal of building a learning society is an important embodiment of non-institutionalized education. Combs and ilych are representatives of non-institutionalized educational thoughts.
2. Development trend of modern education system
(1) Strengthen preschool education and attach importance to the connection with primary education; (2) Strengthen the popularization of compulsory education and extend the years of compulsory education; (3) General education and vocational education are developing in the direction of mutual penetration; (4) The types of higher education are increasingly diversified; (5) The boundary between academic education and non-academic education is gradually weakening; (6) The education system is conducive to international exchanges.
(C) the process of educational development
1, ancient education
(1) Forms of ancient school education in various countries
Ancient China. As early as 4000 years ago in Xia Dynasty, there was a form of school education. After the Western Zhou Dynasty, the school education system has developed into a relatively complete form, and a typical system of integrating politics and religion has been established. There are also "Chinese studies" and "rural studies". Six arts education centered on ceremony and music has been formed: six arts are: ceremony, music, shooting, imperial, calligraphy and number. During the Spring and Autumn Period and the Warring States Period, philology declined and private school flourished: Confucius' private school was large;
After Emperor Wu of the Han Dynasty, Dong Zhongshu's suggestion was adopted. The idea of "ousting a hundred schools of thought and respecting Confucianism alone" is to implement the cultural and educational policy of ideological absolutism and the system of selecting scholars. The imperial examination system after Sui and Tang Dynasties made the relationship among politics, ideology and education more institutionalized. After the Song Dynasty, Zhu Cheng's Neo-Confucianism became Chinese studies, and Confucian classics became.
Ancient India. Education is controlled by Brahmanism and Buddhism. Brahmanism has a strict hierarchy. People are divided into four grades: monks and priests in the highest grade receive the best education, followed by Khrushchev, and then the bark caste; The lowest level is sudra tonsure? Last name. Deprivation of the right to education: taking the Brahmanism doctrine as the guiding ideology and the Brahmanism classic Veda as the main educational content. Brahman monks are the only teachers. Educational activities are mainly to recite classics and study classics.
Ancient Egypt. At the end of the ancient kingdom, there were court schools, and after the middle kingdom, there were official schools. In ancient Egypt, there were many schools of scribes. "Taking monks as teachers", "taking (book) officials as teachers" and "teaching by law" have become a major feature of ancient Egyptian education.
Ancient Greece and Rome. In ancient Greece and Rome, children of lower social status entered private schools at the age of 7- 12, while children of the aristocratic class hired tutors instead of sending their children to school. Secondary education is mainly the education of the nobility and the rich. The school mainly studies grammar, Latin and rhetoric.
The purpose of education in ancient Athens was to cultivate politicians, businessmen and all kinds of talents with cultural accomplishment, pay attention to the harmonious development of body and mind, and have rich educational contents and flexible educational methods. The purpose of ancient Spartan education was to cultivate strong soldiers loyal to the ruling class, emphasizing military sports training and
Political and moral indoctrination. The educational content is single and the educational methods are strict.
After the fall of the Roman Empire, the most valued and respected education in Western Europe was the education of cultivating monks. This kind of education is undertaken by monastic schools or archbishop schools, and the main contents of study are theology and seven arts. In order to better preach. A large number of parochial schools have been established, mainly for religious education of ordinary poor children, and some literacy knowledge has also been properly taught. Secondly, knight education. There is no special educational institution for cycling education. The content of education is firstly the quality of loyalty to the Lord; Then there is the ability of military campaign and the cultivation of manners.
(2) The characteristics of ancient school education: ① Class. (2) orthodoxy. Authoritarianism, 4 rigidity. ⑤ The symbolic function of education is dominant:
2. European education after the Renaissance.
The Renaissance movement opposed divinity with humanity, hoodwinked with scientific reason and liberated feudalism with individuality, which had a great influence on education.
3. Modern education
/kloc-Great changes have taken place in education since the 6th century:
(1) The state has strengthened its attention and intervention in education, and public education has risen; (2) Popularizing compulsory primary education; (3) Secularization of education; (4) Attach importance to education legislation and administer education according to law.
4. Education after the 20th century.
After World War II, the reform and development of education showed some new features.
(1) lifelong education; (2) universal education; (3) Democratization of education (on the one hand, pursuing equal education for all, on the other hand, pursuing educational liberalization. (4) Educational diversification; (5) Modernization of educational technology.
Second, the development of pedagogy.
Pedagogy is a science that studies educational phenomena and problems and explores educational laws.
(1) The history of pedagogy.
1, China's ancient pedagogy thought.
Confucius advocated "teaching without class", vigorously set up private schools and trained a large number of talents. Confucius' theory takes "benevolence" as the core and is the highest moral standard. It emphasizes loyalty, filial piety and benevolence. Confucius' teaching program is "erudite in literature, and polite". The basic subjects are poetry, calligraphy, ceremony, music, Yi, Spring and Autumn. Pay attention to teaching students according to their aptitude. The basic method of teaching students in accordance with their aptitude is "don't get angry and don't start work", that is, inspire and induce; It emphasizes that "learning without thinking is useless, thinking without learning is dangerous", that is, learning and thinking are one; It emphasizes the combination of learning and doing, and requires applying what you have learned.
In the pre-Qin period, Mo Zhai took "universal love" and "inaction" as his teachings. Understanding of acquiring knowledge. Mohist school thinks. There are mainly three ways: knowing, listening and speaking. According to the philosophy of "Taoism is natural", Taoism advocates returning to nature, "returning" to man's self-heating nature and letting everything go with the flow, which is the best education;
Xue Ji at the end of the Warring States Period is the earliest monograph on pedagogy in the world. Put forward: "Make the people become common. We must learn to "build the country and govern the people". Teaching first "reveals the importance of education and the relationship between education and politics. A complete education system from the grass-roots level to the central level is designed, a strict supervision and inspection system is put forward, and the combination of in-class and out-of-class is advocated to supplement materials. The dialectical relationship between teaching and learning and the teacher's view of "strict teacher and heavy morality" are put forward. In teaching, heuristic teaching is advocated, and teaching should follow the characteristics of students' psychological development, that is, step by step.
2. The ancient western pedagogy thought.
Socrates, the ancient Greek philosopher of both sides, is famous for his eloquence and the way of answering questions with young wise men. His question and answer is divided into three steps: Socrates satire, definition and midwifery.
Plato's masterpiece is The Republic. Aristotle, an encyclopedic philosopher in ancient Greece, believes that the pursuit of reason is the pursuit of virtue, which is the highest goal of education, and advocates the harmonious and all-round development of students. His masterpiece is politics.
(B) the establishment and reform of pedagogy
1, Establishment of Pedagogy Textbooks
Pedagogy, as an independent discipline, originated from the Great Teaching Theory (1632) written by Czech educator Comenius, who emphasized the naturalness of education. Naturalness first means that people are also a part of nature. Everyone has the same naturalness and should receive the same education. Secondly, education should follow the principle of human natural development. Third, we should carry out "all-round education" and teach ordinary people a wide range of knowledge of nature.
During the Enlightenment, thinkers and educators made new interpretations of natural thoughts and philosophized them: first, Rousseau of France, whose masterpiece is Emile. Kant, a German philosopher, believes that the task of education is to fully develop people's natural endowment, so that everyone can become himself, become his original self and improve himself. Swiss educator Pestalozzi believes that the purpose of education is to develop children's thief power in an all-round and harmonious way according to the laws of nature.
Since modern times, the thought of national education and democratic education has been developing continuously, which is reflected in the British philosopher Locke. On the one hand, he put forward the "whiteboard theory", arguing that "the reason why human beings are so different is because of education" and advocated the abolition of feudal hierarchical education so that everyone can receive education. On the other hand. He also advocated gentleman education. He believes that gentleman education should put virtue education in the main position. He despises national education and advocates gentleman education in the family.
2. The establishment of normative pedagogy
Judging from the establishment of normative disciplines and the birth of independent pedagogy, generally marked by Herbart's General Pedagogy (1806), Dewey of the United States and his People-oriented Pedagogy (19 16) are the representatives and works of pragmatic pedagogy in the early 20th century.
Locke's Random Talk on Education (1693) also describes his educational thoughts. Pedagogy, as a course, is taught in universities. It began with Kant, who taught pedagogy in a philosophy lecture at the University of Koenigsberg in Germany in 1776. But it has the greatest influence on later generations, and Herbart clearly established the pedagogy system.
(1) Herbart and general pedagogy Herbart are representatives of traditional pedagogy. During the period of 1809- 1833, he continued to teach Kant's philosophy and pedagogy at the University of Konigsberg. 1835 lecture. He also published the Pedagogy Syllabus. He was the first to propose that pedagogy should become a science. He established the teaching theory based on psychology and the moral education theory based on ethics, which laid the foundation of scientific pedagogy. He emphasized the imparting of systematic knowledge, the role of classroom teaching, the importance of teaching materials and the central position of teachers. Formed the characteristics of traditional education teacher center, teaching material center and classroom center.
(2) Dewey and "humanistic education" Dewey is the spokesman of modern education. He advocates that education is life, the history of education is growth, and education is the transformation or reorganization of appearance. He advocates "learning by doing" and learning from problems. Dewey emphasized the central position of children in education and advocated that teachers should organize teaching around students' needs and activities, which is the so-called child-centrism.
(C) the development of contemporary pedagogy
1, the birth and spread of Marxism in the world is the most important event in the history of human thought in the past hundred years.
2, 1 939. Soviet educational theorist Kailov clearly put forward the goal of compiling pedagogy under the guidance of Marxist theory.
3. Social development. Cultural exchange makes the world more and more diversified.
Practice and Thinking (1)
I. Multiple choice questions
I, the following phenomenon. Does not belong to the educational phenomenon is ()
A, go to the cinema to watch movies B, Little Bee learns to build nests
C, the master takes his apprentice D, and after-school activities learn to make aviation models.
2. Education in a narrow sense usually refers to ()
A. family education b social education c school education d self-education
3. What kind of education is ideal to "save the fence that is no longer limited to learning skills" ()
A, pre-institutionalized education B, institutionalized education C, non-institutionalized ideological trend D, quality education
4. Let's discuss the development trend of the education system. What is incorrect is ()
A, strengthen preschool education and attach importance to the connection with primary education.
B, strengthen the popularization of compulsory education and extend the period of compulsory education.
C. the types of higher education are increasingly diversified.
D, the boundaries between academic education and non-academic education are gradually strengthened.
5. A series of new features have emerged in the reform and development of contemporary education, namely "pursuing education for all". And the pursuit of educational liberalization "refers to ().
A, lifelong education B, education democratization
C.D. Educational diversity
6, the world's earliest literature devoted to education is China's ().
A, Learning Notes B, University C, Analects D, The Doctrine of the Mean
7, the ancient Greek educator Plato's educational thought is embodied in his masterpiece, ()
A, "On the Education of Speakers" B, "Republic"
C, "Amir" D, "Politics"
8, in the history of education, educators have laid the foundation of science pedagogy ().
A, Herbart B, Dewey C, Comenius D, Locke
9. The educator who advocates "education is growth", "education is life" and "school is society" is ()
A, Comenius B, Herbart C, Locke D, Dewey
10 and Dewey advocate an educational trend called ().
A, existentialism education thought B, essentialism education thought
C, Pragmatism Education Thought D, Eternism Education Thought
1 1. The author of the great teaching theory is ()
A, Locke B, Comenius C, Rousseau D, Froebel
12. The earliest educator who taught pedagogy as a subject in universities was ().
A. Herbart, Comenius, Kant, Locke
13, in the long feudal society of China, the content of school education is mainly ().
A, Six Arts B, Seven Arts C, Four Books and Five Classics D, and Three Rites
14, after the Song Dynasty, Zhu Cheng's Neo-Confucianism became a national study. Confucian classics are simplified into four books and five classics, especially the four books are used as the basis of basic textbooks and imperial examinations, so the four books mean ().
A. Great Learning, The Doctrine of the Mean, The Analects of Confucius and Mencius
B, Xue Qi, Guanzhong, The Analects of Confucius, Mencius
C. Daxue, The Doctrine of the Mean, Chunqiu and Mencius
D The Book of Songs, The Analects of Confucius, Spring and Autumn Annals and University
15, an educational work edited by Kailov, an educator in the former Soviet Union ().
A, "On Education" B, "On Productive Education"
C. General pedagogy
Second, fill in the blanks
In my opinion, the main symbol of formal education is the modern education system as the core, also known as institutionalized education.
2. Confucius' educational thought is fully embodied in his Quotations.
3. Confucius inherited the tradition of six arts education in the Western Zhou Dynasty. The basic theme of his teaching is
This book is generally regarded as the beginning of the formation of a standardized discipline of pedagogy.
5. Rousseau, a French educator, is a masterpiece of pedagogy.
6. Dewey's works are representative works of pragmatic pedagogy.
Herbart, based on ethics and psychology, has formed a traditional educational thought and model, which is embodied in a "three-center" teaching model centered on teachers, textbooks and students.
8. In ancient Egypt, the largest number of schools were established.
9. Pedagogy is a subject with students as the research object. The science of exploring the laws of education.
Pedagogy, edited by 10, is the first socialist pedagogy, which has a great influence on Chinese educators.
Third, short answer questions
L. What are the characteristics of educational reform and development after the 20th century?
Reference answer (1)
I. Multiple choice questions
I. B 2, C 3, C 4, D 5, B 6, A 7, B 8, A8
9、D 10。 、C 1 1、B I 2、C 13。 C 14、A 15、D
Second, fill in the blanks
1. academic system 2, Analects of Confucius 3, ceremony, music, shooting, imperial, book, art.
4. Theory of Great Teaching 5. Amir 6. Humanism and education. classroom
8. The Economist 9. Educational phenomena and problems 10. Kailov
Chapter II Education and Social Development
Education is an important part of the social system. Its occurrence and development are restricted by other social factors, especially by social, political and economic systems, productivity levels, science and technology and culture, and have a negative effect on this factor. This is the political function, economic function, cultural function and scientific and technological development function of education.
I education and political and economic systems
(A) the constraints of the political and economic system on education
1, the political and economic system determines the leadership of education.
In human society, whoever has mastered the state power can control the leadership of school education, which can be achieved through the promulgation of educational policies, the formulation of educational objectives, the distribution of educational funds, the provisions of educational content, and the appointment and employment of teachers and educational administrators.
2. Political and economic systems determine the right to education.
What kind of education system a country establishes, who receives what kind of education and how to determine the criteria for entering different education series are basically determined by the political and economic system.
3. The political and economic system determines the purpose of education.
The fundamental task of education is to cultivate people, but what kind of people to cultivate is determined by a certain social political and economic system, which reflects the political and economic requirements of a certain society. Different social political and economic systems have different educational purposes.
4. Teaching is relatively independent of the political and economic system.
Although the political and economic system has great influence and restriction on school education, it does not mean that schools can ignore their own laws of running schools, let alone give up their educational tasks and directly serve the political economy, participate in specific political movements and perform specific political tasks:
(B) the impact of religion on the political and economic system
Education is influenced by political and economic systems, which in turn has a positive impact on political economy.
1. Education is needed to train talents for the political and economic system.
Cultivating talents is the main way for education to influence political economy. Since ancient times, any kind of political and economic system needs new successors to maintain, consolidate and develop, and the cultivation of these talents is mainly achieved through school education.
2. Education is a force of public opinion that affects politics and economy.
The school is an effective position to publicize, inculcate and spread a certain class's ideological system, moral norms and policy lines. Schools are also places where intellectuals are concentrated. The speeches, textbooks, articles and behaviors of teachers and students in the school are all aimed at propagating some ideas, thus influencing the masses and serving some political and economic realistic forces.
3. Education can promote democracy.
The degree of democracy in a country indirectly depends on the educational level and development of its people. The higher the popularization of education, the richer people's knowledge, the more they can enhance people's awareness of rights, understand the value of democracy, advocate democratic policies and promote political reform and progress.
In short, the political and economic system directly restricts the nature and development direction of education. Education has an important influence on a certain political economy. Of course, we can't emphasize the role of education to an inappropriate degree, thinking that it is unrealistic to solve the fundamental problems of politics and economy through the role of education. Education has no decisive role in political and economic changes? Therefore, the idea of "saving the country through education" is wrong.
Second, education and productivity.
(A) the decisive role of productive forces in education
The level of productive forces is the material basis for the development of education, and at the same time, it also puts forward requirements for education to adapt to certain productive forces. On the one hand, education needs necessary material input, including manpower, material resources and financial resources. When the economy develops to a certain level, the investment it can provide for education also reaches a certain level. On the other hand, to what extent the economy develops, corresponding requirements are put forward for education to meet the demand for talents in economic development.
1, productivity determines the scale and speed of education.
Education needs some manpower, material resources and financial resources. Therefore, the scale and speed of any social education development must depend on two conditions. On the one hand, it is the material basis that the production of material resources can provide for the development of education; On the other hand, the demand of productivity development and social reproduction for labor force, including the total amount of labor force needed and the proportion of various labor forces, respectively determines the scale, speed and structure of the whole education development. Generally speaking, the economic development level of a country is directly related to its illiteracy rate, learning rate, years of compulsory education popularization and the development level of higher education.
2. The level of productivity restricts the change of educational structure.
Educational structure usually refers to the combination and proportion of different types and levels of schools, including basic education, vocational and technical education, advanced education and adult education. The development level of social productive forces and the socio-economic structure formed on this basis restrict the educational structure. The development of productive forces constantly causes changes in industrial structure, technical structure, consumption structure and distribution structure. In line with this, the education knot will also undergo new changes. Otherwise, there will be an imbalance in the proportion of education structure, or the talents trained by education can not meet the social and economic requirements, or there will be a phenomenon of surplus talents.
3. The development level of productive forces restricts the content and means of education.
The development of productive forces and the progress of science and technology promote the growth of knowledge in geometric progression and the continuous progress of people's cognitive ability and thinking level. Therefore, the curriculum structure and content of the school are constantly improving and updating. Similarly, the lack of materials and teaching experimental instruments in the school is a certain production tool and the application of science and technology in the field of education, reflecting the level of production development at that time.
4. Education is relatively independent of the development level of productive forces.
Although productivity has a restrictive effect on education, historically. The development of education and productivity is not completely synchronized. There are two advantages: first, in a certain period of time, because people's ideology lags behind the more advanced productive forces, the concept, content, means and methods of education often lag behind the development of productive forces; On the other hand, when the productivity is at a low level, due to the influence of cultural exchange, social transformation and even tradition, the ideological content and even methods of education may exceed the development level of productivity. However, the relative independence of education from the development level of productive forces does not mean that the development of education can be divorced from the development level of productive forces, because education is ultimately restricted by the development level of productive forces and the political and economic system.
(b) The role of education in promoting productivity
Productivity restricts education, and education also promotes productivity;
1. The promotion of education to productivity is mainly reflected in two aspects: education reproduces labor and education reproduces scientific knowledge.
(A) the quality and quantity of educational reproduction labor force is an important condition for the development of education. Education plays an important role in labor reproduction. Education can cultivate people's labor ability, transform potential productivity into realistic productivity, and improve the quality and quality of labor force.
(2) The reproduction education of imparting scientific knowledge is an important means to realize the reproduction of scientific knowledge. Through education, the reproduction of scientific knowledge can be expanded efficiently, so that the scientific knowledge originally mastered by a few people can be mastered by more people in a relatively short period of time, thus popularizing scientific knowledge, popularizing advanced production experience, improving labor production efficiency and promoting the development of productive forces. The main function of education is to transmit the existing scientific knowledge of human beings, but it also undertakes the task of developing science and generating new scientific knowledge. In particular, we know that higher education plays a role in expanding the reproduction of scientific knowledge by creating and inventing new science and technology.
2. Human capital theory
After World War II, western economists found that besides capital investment, there are other factors at work, that is, human capital theory. According to this theory, human capital is an important factor of modern economic growth, even the primary factor. The theory of human capital attributes these factors to the progress of knowledge, technology and the improvement of labor quality.
196065438+February, American economist Schultz's speech on "human capital investment" was called the "charter" founded by human capital theory. The core concept of human capital theory is "human capital", which refers to people's knowledge, skills and other similar abilities that can affect productive work. Compared with material capital, it is a more active and developmental factor in economic activities, and it is often a more critical factor in modern economy.
Human capital investment includes school education, vocational training, health care and information search to adapt to changes in employment. All these investments have improved and improved human qualities such as knowledge, skills and health to a greater or lesser extent, thus increasing productivity and increasing money and spiritual benefits.
According to the theory of human capital, Schultz calculated the contribution of education to the growth of national income through the analysis of educational capital reserve. Educational capital reserve refers to the total educational expenditure of the country in a certain period of time.
Three. Education and science and technology
(A) the impact of science and technology on education
The influence of science and technology on education is first manifested as the motive force for education. Secondly, point out the direction for the development of education, predict the results and guide education to the scientific track.
1. Technology can change educators' ideas.
The level of scientific development determines the knowledge level and structure of educators, affects their choice and application of educational content and methods, and also affects their understanding of educational laws and the setting of educational mechanisms in the process of education.
2. Science and technology can affect the quantity and quality of the educated population.