In China, community education began in the early 1980s. After the reform and opening up, it was gradually developed by summing up the experience of combining the original school education, parenting education and social education and drawing on the experience of foreign community education.
The practical experience of community education at home and abroad has clearly shown that only by implementing various community education oriented to community members and based on the principle of promoting human development can people's various educational needs and social problems be met and solved.
Basic introduction Chinese name: mbth: Community Education Nationality: China Date of birth: early 1980s Role: Meet the essence of basic learning needs: definition, formation, role, lifelong education system, basic learning needs, educational development, problem solving, macro management, development motivation, regional and international cooperation, community construction, construction conditions, construction methods, main functions, cognition and understanding, main forms, and so on. (defined by the National Standardization Administration Committee in 2006) formed 1. The development track of community education has gradually taken shape. In China, community education began in the early 1980s. After the reform and opening-up, it was gradually developed through pilot projects on the basis of summing up the experience of combining the original school education, parenting education and social education and drawing lessons from the experience of foreign community education. Community education in China can be divided into three categories: one is a school-centered community education committee, which links some factories and institutions in the community with the * * * departments. The second is community-centered, with the participation of sub-district offices or district-level enterprises such as community education institutions. The third category is community education with industrial areas or agricultural counties as geographical boundaries, aiming at strengthening the quality training of future workers in enterprises and rural areas and the construction of community culture. After entering the 1990s, community education organizations consciously realized the important role of the sustained and stable development of community education, and further strengthened the system construction. The Articles of Association and Provisional Regulations formulated by community education management institutions at all levels were promulgated one after another. For example, Shanghai Interim Provisions on Community Education (Draft), Tianjin Hexi District Education Regulations (Trial), and xi 'an Qujiang New Town Community Education+Demonstration Community Education have laid a preliminary foundation for the standardization of community education. With the establishment of the socialist market economic system, the process of industrialization and urbanization in China has been obviously accelerated, and community education has been developing and gradually maturing. On the one hand, community residents gradually realize the value of community education, resulting in a certain demand for participation. On the other hand, there are many problems to be solved in the process of urban development, such as the continuous expansion of urban population and the influx of rural surplus labor into cities, forming a wave of floating population; 2 1 century, most cities in China will enter an aging society, and the population aging is becoming more and more serious; Unreasonable urban layout and embarrassing living environment; The alienation and dilution of interpersonal relationships and so on. It is not enough to solve the above social problems only by relying on the forms of community organization and school education characterized by collaborative management. The practical experience of community education at home and abroad has clearly shown that only by implementing various community education oriented to community members and based on the principle of promoting human development can people's various educational needs and social problems be met and solved. From the perspective of community education, the occurrence and development of adult education and vocational and technical education can especially illustrate the inevitability of community education. The development process of community schools (colleges) can be said to be a process in which community education gradually matures and its functions gradually emerge. Therefore, the concept of "education" in community education in China since 1990s is no longer education in a narrow sense. The role of lifelong education system II. Community education is one of the ideal ways to build a lifelong education system. We can summarize the principles of building a lifelong education system as follows: 1. Educational plans and methods should be adapted to the specific and basic goals of each group; 2. In education at all levels, shape human beings to adapt to the ever-improving and changing life; 3. Make use of all kinds of information to arrange training on a large scale, which should go beyond the traditional definition and organizational restrictions imposed on education; 4. Establish close relations between various forms of activities (technology, politics, industry, commerce, etc.). ) and various educational goals. Community education has well adapted to these principles in terms of educational continuity, social adaptability, diversity of educational means and cooperation between education and social departments, and has played an important role in building a lifelong education system. From pre-school education to old-age education, from cultural education to vocational education, community education plays an irreplaceable role. Basic learning needs meet basic learning needs. Community education will play an important role in meeting the basic learning needs of citizens. Basic learning needs mainly include: "Basic learning content and basic learning methods are necessary for people to survive, fully develop their abilities, live and work with dignity, fully participate in development, improve their quality of life and make wise decisions." (Education for All-Education Declaration and Programme of Action Facing 2 1 Century). Create a new learning environment. As the core of modern high technology, information technology has expanded new development prospects for the future of community education. With the emergence of ISDN (Integrated Services Digital Network) technology, more and more people can easily access the Internet to obtain information and learn online courses through computers at home. As a broadband switching technology, ATM (Asynchronous Transfer Mode) can unify computers, telephones and cable TV, and enjoy resources in a larger scope and degree. Remote video, interactive TV, video on demand, etc. All of them have great inspiration and application value for community education, and make its development space expand continuously, thus reflecting the role of technology in creating a new learning environment. The development of education The flexibility and adaptability of community education has shown its advantages in the modernization of education, the popularization of general education, the development of higher education, and the opportunity for more people to receive higher education, vocational education and job-transfer training, and it has been recognized by people, and will still play a huge potential in this respect in the future. To meet the educational needs of floating population and unemployed people, the role of community education in meeting the educational needs of floating population and unemployed people should also be paid attention to. Floating population is a huge group among the objects of community education. Their cultural quality and vocational skills need to be improved, and their knowledge of city life needs to be better understood so that they can become qualified citizens. Community education is promising in this respect. With the deepening of enterprise reform, more and more laid-off workers are eager to change jobs. Coupled with the influx of new laborers into the labor market, the employment pressure of the whole society is becoming increasingly severe. Community education can adjust the psychology of unemployed people and enhance their psychological endurance. Strengthening vocational skills training and increasing employment competitiveness can also play a great role. Solve the problem. The macro-management of community education needs to be studied and solved. From primary education to secondary education and higher education, educational institutions at all levels have more or less explored community education. At the same time, there is also the problem of how to coordinate the types and levels of education. To coordinate the development of community education, we should not only make full use of the existing community education resources, avoid the waste of resources and duplication of institutions, but also reasonably mobilize the enthusiasm of various educational institutions. This is also the primary problem faced by the macro-management of community education. We can consider establishing a division of labor and cooperation relationship between different institutions according to their respective advantages to form an organic large-scale system. The driving force of development Facing the diversified educational needs of a learning society and the continuous progress of community culture, there is no doubt about the development of community education. What we should further explore is what is the driving force for the development of community education and how to maintain its sustainable development. In this regard, we need to make further theoretical summary and put forward practical construction with guiding significance. Judging from the rise and development of community education abroad, the rapid growth of productivity, the improvement of social development level and the deepening of human self-awareness will be the three major driving forces to promote the development of community education. Regional and International Cooperation In an era when the earth has become our home for survival, international exchanges and cooperation in community education will help broaden our horizons. We can carry out extensive cooperation and exchanges in resource sharing, teaching experiment curriculum development and other aspects to achieve the goal of common development. The conditions of community construction are that institutions, organizations, families, schools, industrial and mining enterprises, entertainment places, mass media, public opinion, social atmosphere, people's various economic exchanges, political exchanges, ceremonial exchanges, emotional exchanges and the original cultural characteristics blend with each other to form a joint force. Through a series of social relations, mainly blood relations-refers to the crowd relations formed on the basis of blood relatives; Geographical relationship-refers to the crowd relationship formed by geographical boundaries; Social relationship-refers to the relationship that people form in social communication activities and affect community construction. Community education has the functions of creating a good cultural atmosphere in the community, cultivating the civilized quality of community members and promoting community construction. Community education and community construction are interdependent and mutually reinforcing. The construction method is to adapt to the needs of community management system reform and establish an independent cooperation system integrating management, coordination and service. In this way, community education should be the whole education in the community. It consists of two parts. First, the education system for members of society, which is the concept of big education, focuses on the lifelong education of all members of the community, the most important of which is the education needed to establish community spirit, community culture and community life circle. The second is the vocational education system, including pre-service and post-service education and employment and re-employment education that constantly adapts to the needs of enterprise structure changes. Community adult education institutions can make specific plans and predictions on community resources, industrial structure, occupational structure, labor culture, technical composition, and talent flow trends. According to the social demand for education, provide consultation and necessary help for community decision-making and other relevant departments. Community education must jump out of the vicious circle of "continuing education" mode of local education and play its leading role in the whole education and even the whole society. With cultural knowledge, science and technology as tools and the cultivation of autonomy, occupation, creative consciousness and ability as the main line, we will strive to improve the overall cultural quality of enterprise employees and cultivate outstanding community talents with superb skills and noble sentiments. The large-scale education pattern with community education as the main function, which integrates education with management, service and cultural activities, is a breakthrough, expansion and extension of single school education. Its main functions are as follows: 1. Open schools to community residents, with educational facilities and venues for community residents to enjoy; 2. Community adult education institutions are the cultural activity centers of communities, holding various cultural activities to improve the cultural level of community residents; 3. Disseminate knowledge and technology, improve the quality of community residents, and undertake community general training; 4. Help the community to improve the level of spiritual and cultural construction and improve the community environment; 5. Promote the development of all kinds of education and realize the educational integration of schools, society and families; 6. Participate in enterprise education, * * * and the construction and development of enterprise community environment. In a word, the main function of community education is to form positive values, life attitudes and moral norms of community residents, improve the quality and cultural level of community residents, build a good community culture and cultivate community roles. Community education will break through the disadvantages of the original education management system, form a collection of various educational elements, realize the integration of education and society, and finally achieve the goal of a learning society. Understanding Nordic education is community education. Nordic region (including Iceland, Denmark, Norway, Sweden and Finland) is one of the highly developed regions in the world, and it is also the earliest region to carry out community education. It emphasizes that through the power of education, the people in the community can consciously and independently participate in the process of improving the political, economic and cultural life of the community. 1844 Danish mass educator Cromwell established the world's first mass middle school in Rodin, Denmark. He proposed to use the power of education to stimulate the national spirit, promote national self-improvement, and then achieve the goal of improving people's lives. He made up for the people's lack of education by living with humanistic spirit, and emphasized that mass middle schools should be "living schools". His school-running ideas and traditions have profoundly influenced the education in Northern Europe. The term "strict community education" was put forward by Dewey, an American, at the beginning of the 20th century. As the most developed country in the world, the United States has the most perfect community college system in the world, which condenses the basic characteristics of its community education and establishes a vibrant talent mechanism for it. Community colleges have different educational functions from traditional regular universities. This is an informal social education service. Its most fundamental responsibility is to meet the needs of the labor market and skills development according to the national economic and social development trend, and it is the main provider of human resources development in the workplace. The concept of social education in Japan is similar to "community education" and is defined as the main way of lifelong education. The Social Education Law promulgated by 1949 defines social education as an organized educational activity for all members of society in addition to the school education activities stipulated in the School Education Law. In fact, it is based on lifelong education, divided into pre-adult, adult and old age, and has various educational functions through social education in different periods; Educational institutions are established to promote people's social education activities. All organized and planned learning activities and radio and television education activities are carried out by various special facilities. The main forms of community education abroad are mass schools and learning groups in northern Europe, community colleges in the United States and "citizens' halls" in Japan. People's schools are divided into people's middle schools and people's universities. People's Middle School is an institution that implements adult general education, including adult secondary general education, adult secondary vocational education and a small amount of junior college adult education. Students can finally get the qualification for further study in institutions of higher learning without entrance qualification certificate and entrance and graduation exams. Renmin University is a community adult education institution which mainly implements adult higher education and general adult education. The study group is an autonomous learning unit with its own teachers and leaders. It adopts the way of self-study and discussion, and has its own subjects, contents and teaching materials. If there is no uniform model, you can apply for subsidies. Facing the three-dimensional education needs of all walks of life in the community, American community colleges generally have five functions: vocational and technical education, compensatory education, non-academic education, university transfer education and general education. Vocational and technical education accounts for the largest proportion, and vocational and technical students account for more than half of all community college students; Compensatory education plays an important role in improving adult basic education and eliminating functional illiteracy. University transfer education is to open a channel for those who are interested in further study in universities; Community non-academic education refers to those educational services that do not count credits, issue diplomas or confer degrees, and the content is all-encompassing; The goal of general education is to enable students to acquire the ability to exercise their civil rights and obligations and cultivate the ability to think and solve problems independently.