Second, the structure of modern educational thought
Educational thought is a system with various structures. When we realize his structure, we can clearly understand the different forms and types of educational thought. According to the present situation of educational thought and practice in China, educational thought can be divided into three parts: theoretical education thought, policy education thought and practical education thought.
(1) Theoretical educational thought: It refers to the educational thought studied by educational theorists, which exists in an abstract theoretical form. The development of modern education cannot be separated from the guidance of specialized and systematic educational theories, which is necessary for China's current educational reform and modernization. The formation and development of theoretical education thought is an important symbol that modern education is different from ancient education, and it is also an important driving force for the continuous reform, development and progress of modern education.
(2) Policy-oriented educational thought: refers to the educational thought embodied in educational laws, regulations and policies, and it is the educational thought shown by the state and its government in the process of managing and developing educational undertakings. The thought of policy education embodies the educational thought of our country and our people's government, represents the interests and requirements of the broad masses of the people, and is a scientific analysis and understanding of the nature, status, role and task of China's current education, the quality, specifications and standards of talent training, and the basic ways of talent training. Policy-oriented education thought is an important part of a country's or a nation's education thought system, which plays an important role in the historical development of human education thought and practice.
(3) Practical education thought: refers to the educational thought formed by educational theorists or practitioners who face educational practice and theoretically think about solving practical educational problems. Practical education thought is an organic part of the whole educational thought system, and it is the basic form and link of the function and function that educational thought can guide and serve educational practice. It studies the problems of educational practice, solves the problems of technology, skills and methods of educational activities, and realizes the function of guiding and serving educational practice with educational ideas.
Third, the function of modern educational thought.
The function of educational thought is to adapt to people's educational needs and play a role in educational practice and development. The functions of educational thought are: cognition, foresight, guidance, adjustment, evaluation and reflection.
(1) Cognitive function is the most basic function, and it is the cognitive function of educational things. It is to inspire people's observation and thinking, improve people's cognitive ability, form people's own educational thoughts and viewpoints, and thus make people become people with educational wisdom.
(2) Foresight function means that educational thoughts can transcend reality, look to the future, and tell people the future development prospects and trends of realistic education, thus helping people to guide current educational practice with strategic thinking and vision. Like other social phenomena, educational phenomenon has a regular evolution process. The realistic development of education has a systematic relationship with the development of the whole society and a historical relationship with its past and future interdependence. Because of this, only by grasping the educational thought of education law can we foresee the future and show its foresight function.
(3) Guiding function. Educational purpose and training goal are important contents and forms of educational thought. People's educational practice is guided by demonstrating educational purpose and training goal, thus playing a guiding role.
(4) Adjustment function. Educational thoughts can transcend reality and experience, understand the market with an objective and rational attitude, and grasp the essence and laws of educational laws. People must listen to different educational ideas, viewpoints and opinions with a rational spirit, a scientific attitude and a democratic method, and adjust their educational activities and behaviors in time, so as to carry out educational activities scientifically and reasonably. Only in this way can we play the regulatory role of educational ideas and ensure the healthy development of education.
(5) Evaluation function. Educational thought can grasp the relationship between education and human development and social development, reveal the regularity of interaction between education and human and society, and thus provide theoretical basis and scale for evaluating the results of educational activities. Regular evaluation and guidance of educational practice with advanced and scientific educational ideas can promote the scientific and standardized educational process, thus improving the quality, efficiency and benefit of education.
(6) reflection function. Educational thoughts can promote people's self-observation, self-analysis, self-evaluation and self-summary, so that educators can objectively and rationally analyze and evaluate their own educational behaviors and results, thus enhancing educational awareness, learning to adjust educational objectives, improving educational strategies and improving educational skills, and finally becoming a mature educator from a spontaneous educator. This is the reflection function. To learn to reflect, we must learn educational thinking, form educational thoughts, and have educational literacy. Compared with educational experience, educational thought has the advantages of broad vision and profound understanding, which is more conducive to cultivating people's educational reflection ability and quality.