The level of productive forces is the material basis for the development of education, and it also puts forward the 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, when the economy develops to a certain extent, it will put forward corresponding requirements for education to meet the demand for talents in economic development.
(A) the level of productivity determines the scale and speed of education.
The development level of productive forces has a direct impact on the scale and speed of education development and plays a decisive role in the end. This is because: first, the level of productivity development determines the amount of surplus labor that a society can provide. This surplus labor force is directly related to the population who may be educated and educated in society. Secondly, the development level of productive forces directly restricts a country's ability to pay for education funds, which is not only reflected in the absolute value of education funds, but also in the proportion of education funds to gross national income. The amount of educational funds directly affects the scale and speed of educational development. Third, the development of productive forces not only provides material entities and possibilities for the development of education, but also puts forward needs for the development of education. This need is reflected in two aspects: on the one hand, society requires education to provide it with sufficient quantity and quality of human resources; On the other hand, the demand of social individuals for culture and education also increases with the improvement of productivity. Constantly meeting the growing cultural and educational needs of society and individuals is an important driving force for educational development.
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, the production of material materials can provide the material basis for the development of education, that is, how many working-age people can be provided, how many social surplus products can be provided, how much spare time can be spent on learning, and how many conditions can be used for educational activities in the form of educational funds; On the other hand, the demand for labor force by productivity development and social reproduction, including the total labor force required and the proportion of various labor forces, respectively determine the scale, speed, system and structure of the whole education development.
Generally speaking, the economic development level of a country is directly related to its illiteracy rate, enrollment rate, years of compulsory education popularization and the development level of higher education. Judging from the development of education in the world, after the first industrial revolution, the requirement of universal primary education was put forward; After the second industrial revolution, the requirement of popularizing primary and secondary education was put forward; After the third industrial revolution, the requirement of popularizing senior secondary education was put forward; After the information revolution, the requirement of popularization of higher education is put forward.
(2) The level of productive forces 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, higher 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, and correspondingly, the educational structure will also undergo new changes. For example, the proportional relationship between universities and secondary schools and primary schools, the relationship between ordinary secondary schools and vocational secondary schools, the relationship between full-time schools and social education, and the proportional relationship between different levels, different majors and different disciplines of colleges and universities should be adapted to a certain level of social productivity development. Otherwise, there will be an imbalance in the proportion of education structure, and the talents trained by education cannot meet the social and economic requirements.
The problem is still a surplus of talents.
The level of productivity limits the content and means of education.
From the point of view that the development level of productive forces restricts the educational content, the development of productive forces and the progress of science and technology promote the growth of knowledge at the speed of geometric progression, promote the continuous progress of people's cognitive ability and thinking level, and further promote the continuous improvement and updating of school curriculum structure and content. /kloc-In the mid-9th century, Spencer, a British educational thinker, put forward a systematic curriculum theory according to the industry requirements of social and economic development at that time and his views on the classification of scientific knowledge, which had a great impact on the development of practical education in Britain and Europe. Since then, many major educational reforms around the world have been centered on curriculum reform, and each major curriculum reform has reflected the new level and new requirements of production and scientific and technological development. Similarly, the school's material equipment and teaching instruments are certain production tools and the application of science and technology in the field of education, reflecting the development level of productive forces at that time. The experiments of physics and chemistry, the demonstration teaching of slides and movies, the emergence of radio and television teaching, and the application of computers and artificial satellites in teaching are all based on the development of productivity and science and technology. In a word, introducing new scientific and technological achievements into the field of education and making full use of existing scientific and technological achievements to improve our teaching methods and teaching equipment will greatly improve the modernization level of educational technology.
(D) 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. This is manifested in the following two situations: one is that in a certain period, because people's ideology lags behind the more advanced productive forces, the ideas, contents, means and methods of education often lag behind the development of productive forces; On the other hand, when the development level of productive forces is low, the ideological content and even methods of education may exceed the development level of productive forces due to the influence of cultural exchange, social transformation or tradition. However, the fact that education is relatively independent of 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, in the final analysis, education is restricted by the development level of productive forces and the political and economic system.