First, the necessity analysis: Should the liberal arts division in senior high school be abolished?
Necessity analysis is mainly to construct the reasons for canceling the division of arts and sciences in senior high schools from the perspective of rationality and necessity. Necessity proof is one of the necessary conditions for canceling the division of arts and sciences in senior high schools, and it is also an important reason why many scholars advocate canceling the division of arts and sciences in senior high schools.
First of all, the development of society and education provides the soil for the abolition of liberal arts. As we all know, the division of arts and sciences in senior high school is not a continuation of the junior high school education system, but a preparatory education system established to meet the needs of different majors in colleges and universities. At the stage of social construction in urgent need of talents, it is undoubtedly an inevitable choice to pursue high-quality and efficient high school education. However, with the development of society and education, especially the continuous promotion of the policy of "expanding enrollment in colleges and universities" and "nine-year consistent system", high school education has become more and more popular and has begun to show a trend of convergence with junior high school education. The task of specialized personnel education undertaken by senior high schools is gradually transferred to colleges and universities. In this context, social development no longer urgently needs senior high schools to provide professional training, but needs to provide students with a more comprehensive and comprehensive education. In the economic and cultural environment of modern society, premature division of disciplines is easy to lead to one-sided development of individuals, which is also not conducive to the social demand for compound talents.
Secondly, the transformation of social knowledge provides a foundation for canceling the division of arts and sciences in senior high schools. The division of arts and sciences directly reflects the division of curriculum knowledge, which does not meet the requirements of modern knowledge development. Professor Shi Zhongying believes that it is difficult for a person to make scientific discoveries if he sticks to a certain subject and cannot find the connection between one subject knowledge and another. Therefore, judging from the growth mode of post-modern knowledge, the rationality of this subject-based curriculum has basically lost, and people really need to reconsider the structure of school curriculum. Due to the continuous strengthening of the integration and intersection of knowledge, the boundaries between liberal arts and science in the traditional sense began to blur. It is not conducive to knowledge learning to divide geography into liberal arts or biology into science. With the constant change of knowledge type and growth mode, the traditional practice of separating arts and sciences will be challenged.
Thirdly, the all-round development of people is the internal driving force to cancel the division of arts and sciences in senior high school. The all-round development here does not refer to the requirement of social production for personal skills, but to the harmonious development of people's instrumental value and spiritual value. The all-round development of human beings requires that individuals should not be confined to narrow labor operations, without any spiritual pleasure and satisfaction of personal intrinsic value. Wandering around all day without enthusiasm to kill time. Lack of enthusiasm and enthusiasm for everything, indifferent to stay in their own disciplines, turn a blind eye to other disciplines, and enter a dead end of discipline differentiation. This is also the problem of "cultural isolation" that people are most worried about: science people don't understand humanities, and liberal arts people don't understand basic science.
Second, feasibility analysis: Can we cancel the division of arts and sciences in senior high schools?
The establishment of natural conditions cannot be a sufficient condition for canceling the division of arts and sciences in senior high schools. To cancel the division of arts and sciences in senior high school, we still have to ask whether the realistic conditions are met. Through the analysis of social reality, educational reality and the personal factors of the educated, it is found that there is a solid foundation for the division of arts and sciences in senior high schools in China.
First of all, social competitive pressure and academic pressure objectively laid the social foundation for the division of arts and sciences in senior high schools. Whether it is due to the lack of high-quality educational resources, the pressure of social employment, the high expectations of families for the only child, or the traditional ideological heritage of "being the top scholar", etc. In short, at present, there are more than 1000 million people crowding the college entrance examination wooden bridge every year in China, but nearly half of them are not admitted. In this case, in order to ensure the success of the college entrance examination, students have to study overload. This is also the reason why there is no way to really reduce the burden of education. The college entrance examination is a selection and a single-dimensional evaluation standard. Judging from the current senior high school examination mechanism in China, the integration of arts and sciences will inevitably mean the increase of knowledge content, the expansion of examination scope and the aggravation of learning burden. This kind of burden can never be removed from educational policies and documents.
Secondly, the college system and college entrance examination enrollment system in colleges and universities are the direct reasons for the division of arts and sciences in senior high schools. It should be said that the college entrance examination is only a means of examination, which is related to the social talent evaluation system and the talent diversion system in colleges and universities. The source of college entrance examination is the enrollment mechanism and school system. At present, most colleges and universities still implement the college system, which is often established according to disciplines and professional categories. This is bound to form that the college entrance examination should be divided into arts and sciences, otherwise it will encounter a series of problems, such as students with strong liberal arts thinking ability will enter science, or students with poor hands-on ability will enter departments that need strong operational ability, and so on. The talent planning and training in colleges and universities determines the talent diversion mechanism of school education in the basic education stage. In order to clear up the division of arts and sciences in senior high schools, we must make changes in the specialty setting, enrollment system and personnel training in colleges and universities. Without the reform of colleges and universities, it is impossible to achieve a big breakthrough by relying entirely on the internal operation of the high school education system.
Thirdly, the short-term benefits of education and the psychological state of the educated hinder the implementation of canceling the division of arts and sciences in senior high schools. From the perspective of profit return, the division of arts and sciences in senior high school meets people's pursuit of short-term interests, that is, to concentrate on obtaining competitive academic achievements in a short time. This efficiency orientation may not be conducive to the maximum development of individual potential. However, under the current social competition and the pressure of college entrance examination, the practical difficulty faced by high school students is not the all-round development of individuals, but getting into universities and getting into good universities as much as possible. Many students believe that only by entering famous universities and high-quality majors can they ensure a better work and life. This may also be one of the reasons why many high-scoring graduates still choose to repeat their studies every year. In this case, the urgency of obtaining explicit certificates or qualifications of various external evaluations is far higher than people's pursuit of internal cultivation. Under the uncertainty of the future, many students are in an unstable or confused state. In this case, the formulation of educational policies must take into account people's psychological endurance and acceptance, and educational policies should try to avoid behaviors that may increase people's psychological burden, and take care of and sympathize with the psychological feelings of students (parents) as much as possible.
Third, strategic analysis: cancel the strategic choice of liberal arts in senior high school.
To cancel the division of arts and sciences in senior high school, we should not only analyze the feasibility and feasibility, but also analyze the strategies to investigate the possible problems after implementation. What is the road after the abolition of liberal arts in high school? Is the course a brand-new comprehensive way of arts and sciences for multiple courses? Is it a fixed class or a walking class in management, or an interest class or an ability class? Is the course compulsory, optional, basic or public? Is the evaluation system credit, grade and comprehensive evaluation? How to give consideration to the specialty setting of colleges and universities when enrolling students? Wait a minute.
Shandong province is at the forefront in canceling the liberal arts division in senior high schools. Take this province as an example, the main measures are as follows: 1, and gradually cancel the liberal arts division in senior high schools. Courses in eight fields of study are offered in an all-round way, and courses in all fields are offered every academic year to ensure that students get certain credits in all fields of study every academic year. 2. Combination of compulsory courses and elective courses. The scope of the academic proficiency test is mainly compulsory courses, and the contents of elective courses are gradually opened. 3. On the basis of keeping the administrative classes unchanged, implement the class teaching system. 4. Establish a developmental evaluation system. Implement a comprehensive evaluation method that combines students' course selection, academic performance and growth records. 5. The comprehensive quality evaluation of ordinary senior high school students, with the "Report on the Development of Ordinary Senior High School Students" issued by the Provincial Department of Education as a platform for the self-evaluation of ordinary senior high school students and the evaluation of students by teachers and schools, and relevant information will be used as the basis for college enrollment. The Provincial Department of Education will strengthen the supervision and management of high school students' comprehensive quality evaluation and development report quality, and the results will serve as an important basis for evaluating and managing standardized schools and teaching demonstration schools. It can be seen that Shandong province has done a lot of supporting work while canceling the division of arts and sciences in senior high schools. These works and all the work after the abolition of the division of arts and sciences may have the following points to pay attention to.
First of all, how to ensure the advantages of students' choice. Whether it is the liberal arts division system or the abolition of liberal arts division, students' autonomy and selectivity are emphasized. One of the original intentions of canceling the division of arts and sciences and implementing the course selection system is to expand students' educational choice and provide students with a "knowledge supermarket" where students can make choices according to their own personal needs. However, according to the regulations of Shandong Province, students are required to "get certain credits in various fields of study every academic year". This compulsive practice may violate students' thinking tendency and interest in learning. Any effective study is based on students' willingness. Students should have the right to choose suitable courses according to their own wishes, whether they choose liberal arts subjects or choose courses after liberal arts subjects.
Secondly, fair evaluation and regional education fairness. Shandong Province has decided that "the results will serve as an important basis for evaluating standardized management schools and teaching demonstration schools" and "relevant information will serve as the basis for college enrollment". "Result" refers to the fairness of school evaluation or the development of students' comprehensive quality, but it can be expected that as long as there is competition between schools (whether explicit or implicit, official or private), then schools will tend to give students the loosest upper limit evaluation, especially in the evaluation without objective standards such as art and social practice. This may bring great uncertainty to candidates because of the different personal evaluation standards of teachers, and may also cause unfairness to individuals because of the overall situation of schools, classes or classmates. In addition, the unfair evaluation caused by traditional human relations can not be ignored. In addition, in the vast rural areas, due to the low level of education and teaching, it may not be able to fully meet the requirements of curriculum or elective courses, credits, class hours and so on. At present, in the period of obvious regional differences and contradictions in the college entrance examination, how to eliminate the unfairness brought by the reform to the disadvantaged groups is also a problem that needs careful consideration after canceling the division of arts and sciences in senior high schools.
Thirdly, the combination of arts and sciences depends on institutional norms or personal consciousness. "The separation of arts and sciences" is an important manifestation of people complaining about the consequences of the separation of arts and sciences, but what is really bad is that "science does not love science and literature does not love literature". The original charm of knowledge has been exhausted after more than ten years of communication. Students have no desire to be close to knowledge, and they have no impulse to love knowledge. If the separation of arts and sciences has caused students' one-sided development, it is better to say that the charm of knowledge is not enough to get students' attention, or that the pressure of studying examination subjects has deeply controlled students' time and energy. Rediscovering the charm of knowledge, attracting students' interest with different knowledge and guiding students to realize the "integration of arts and sciences" consciously and actively may be the real problems that people need to face.
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