I. Evolution of "Double Basis Theory"
As early as 165 1, Comenius, a Czech educator, took the lead in putting forward the educational viewpoint of pan-intellectualism in the book Pan-intellectualism School. The so-called "universal wisdom" refers to the knowledge that everyone can accept, and it is all-encompassing encyclopedic knowledge. 1657, he put forward the great ideal of "teaching all things to all mankind" in his masterpiece On Great Religion [1]. However, this ideal of "universal wisdom" was impossible even in the Comenius era more than 300 years ago. Because the learning content must be carefully selected from the accumulated knowledge of human beings. With the increase of knowledge accumulation, this choice becomes more and more necessary. Different selection criteria form different schools of curriculum theory.
China's early teaching theory (curriculum theory is subordinate to the teaching theory at that time) was mainly introduced from the former Soviet Union. However, the "double base theory" did not come from the former Soviet Union. Because the two books of the former Soviet Union that had the greatest influence on China's teaching theory, one was Pedagogy edited by Kailov (1956) and the other was Teaching Theory edited by Ye Xibov (1957), did not clearly put forward the concept of "double base". Kailov's pedagogy puts forward the basic principle of choosing teaching content: "It is impossible for a school to teach students all the knowledge about the universe accumulated by human beings and summarized in various forms and sciences. Schools can only choose some basic things from all scientific knowledge systems for children to learn. " [2] Ye Xibo almost repeated the above meaning in "On Teaching": "It is impossible for ordinary schools to teach students all the knowledge about the world accumulated by human beings and summarized in various sciences. Ordinary schools can only choose some basic knowledge from all scientific knowledge systems as teaching content. " [3]
It should be noted that the "basic things" and "basic knowledge" in the 1950s of the former Soviet Union were not the aliases of "basic knowledge" in the "double-base theory", nor were they the rudiments of "basic knowledge". Because "the so-called basic thing is the knowledge that no matter what kind of occupation you are engaged in, you can't become a modern educated person without it." [4] "The so-called basic knowledge is the knowledge that people in any profession need to have; If you don't have this knowledge, you can't be a modern and well-educated person. " [5] It can be seen that "basic" knowledge depends on whether it is universally applicable to all walks of life. In the "double-base theory", the "basis" of knowledge depends on whether it is necessary to master more advanced knowledge. Although there is a word difference between "basic" and "foundation", they reflect different ideological views.
February 1950, 10 The Middle School Education Department of the Ministry of Education held a symposium on the simplification of mathematics, physics and chemistry textbooks in ordinary middle schools, emphasizing the importance of basic knowledge in textbooks, but the concept of "double basics" has not yet been put forward.
1In March, 952, the Provisional Regulations for Middle Schools (Draft) issued by the Ministry of Education proposed that one of the educational goals of middle schools is to enable students to acquire "the basic knowledge and skills of modern science", and clearly put forward the concept of "double basics" for the first time. At the same time, the Provisional Regulations on Primary Schools (Draft) summarizes primary education as "comprehensive basic education". It can be seen that since the early 1950s, the concept of "double basics" has been used in the education sector in China.
At the end of 1950s, the tendency of "politicization" and "labor" of teaching content spread all over the country, so naturally few people asked about the "two basics theory". Only when people wake up from confusion can they turn their attention to "double basics". 196 1 Ten Years of Textbooks for Primary and Secondary Schools edited by People's Education Publishing House (published in 1963) is guided by "trying to avoid one-sided emphasis on linking with reality and weakening basic knowledge, and paying attention to the enrichment of basic knowledge and the strengthening of basic training" [6]. The seventh issue of People's Education Magazine 196 1 introduced the special edition of this textbook. It can be said that this textbook is the first practice in the embryonic stage of the "two basics theory". However, the "double-base theory" in the early 1960 s tended to be "politicized" and "laborious" by the end of the 1950 s.
After the Cultural Revolution of 10, people have made new thoughts on teaching materials and courses. During the period of 1977, the national conference on the compilation of textbooks for primary and secondary schools put forward four relations that need to be handled correctly in compiling textbooks, two of which are: "attaching great importance to and selecting basic knowledge"; In order to strengthen the foundation, we must attach importance to the training of basic skills. After 1978, the teaching plans, syllabuses and textbooks of full-time ten-year primary and secondary schools have been introduced one after another. At this time, all subjects in primary and secondary schools emphasize "double-base" teaching. For example, mathematics should "strengthen the training of basic mathematical knowledge and skills"; Physics emphasizes "strengthening the teaching of basic physical knowledge needed by modern science and technology" and "strengthening the training of physical experiment skills"; Physical education teaching should "strengthen the teaching of basic physical education knowledge and the training of basic skills". [7] At that time, it was generally emphasized that the teaching content of primary and secondary schools was basic knowledge, a process of cultivating basic skills and a process of consolidating basic knowledge. At this time, the "two basics theory" has become the main theory to guide the curriculum development of primary and secondary schools, and has been accepted by the majority of educators. The current curriculum was basically finalized in the late 1970s.
The theory of "double basics" is expounded as a curriculum theory, which was first put forward by Professor Dong from the Education Department of Hangzhou University. In his monograph On Teaching (1984 edition), he devoted a section to the "double-base theory", arguing that "double-base theory is a dynamic theory that absorbs nutrition from China's educational reform experience and foreign beneficial experience in the long-term formation process and constantly enriches its own content". The theory of "double basics" plays an important role in compiling textbooks, strengthening "double basics" teaching and improving the quality of education. "The double basic theory has three bases, namely: the educational purpose of our country and the tasks of primary and secondary schools; Practical experience in education and teaching; The law of teaching. "
(Retrospect and Reflection on the Theory of "Two Bases of Teaching", Wang Chao, Zhejiang Institute of Education/Wu Fenfen, Zhejiang Academy of Educational Sciences)