A: One kind of students is usually called "poor students", which refers to those who often fail in academic performance and make mistakes in behavior. Due to the need of discussion, the poor students referred to in this paper are limited to those with poor academic performance. There are many reasons for poor academic performance. This paper is limited to discussing the reasons of school education and society. In recent years, poor students have been renamed as underachievers, students with learning difficulties, potential students, underachievers and individual students. However, these appellations are common in formal and serious contexts such as media and documents, but they are still called "poor students" in private and casual contexts. Even in very serious situations, they are called "poor students". The concept of "poor students" in this paper is borrowed only for the convenience of discussion, and does not represent the author's attitude towards such students. The group referred to by the word "poor students" exists more or less in various schools. This is a group that attracts people from all walks of life. Poor students are useless, or at least close to useless, which has almost become the consensus of society and even the self-awareness of poor students. Regardless of the unit examination, research examination, placement examination, final examination, graduation examination and entrance examination, they are all discriminated, neglected and even attacked in different forms at any time and space because of their poor test results.
Second, the difference between "poor students" lies in education.
A, the poor students have come out of the exam.
Test scores are the yardstick to measure the advantages and disadvantages of teachers and students without exception. Teachers' professional titles, salaries, bonuses and laid-off conditions, students' attendance in key schools or ordinary schools, whether they can enter higher schools, whether they can obtain diplomas, whether they can join the Young Pioneers' organization, and whether they can be rated as excellent. , should be based on the test results. Even if you are good at something, if you fail in the exam, you will fail. On the contrary, even if you do badly in some aspects, you can do it if you do well in the exam. Generally speaking, the purpose of our education is not to cultivate people, but to obtain higher education. examination
Try to be deified by people. Students study not to develop themselves, improve themselves and improve themselves, but to study for exams. B, poor students are copied (copied)
Over the years, China's educational reform has made little progress, and "replicated" talent training is still the mainstream. Teachers teach from childhood, students learn, generation after generation, and students become teachers and teach new students. Lots of questions, lots of exams. The formation of this disadvantage can not be attributed to the "class teaching system", but can only say that the educational concept and model have not kept up with the development and changes of the times. Due to the lag of educational thought, the teaching mode and evaluation system are uniform, and the education itself does not take into account the differences of students' personality quality. However, in order to meet the needs of social talent selection, the educated have to restrain their initiative and creativity, unable to effectively control knowledge and become slaves of knowledge. Therefore, our education is to let students "inherit" what they have learned, rather than critically absorb it, which makes it difficult for students to integrate what they have learned into their own knowledge system, let alone apply it in practice.
Third, the difference between "poor students" is also in society.
The educational situation is not ideal, in fact, the school has to do it. The real root is not school education. The crux of the problem of poor students lies in the legacy of thousands of years of traditional culture and its social reality. The society's one-sided view of talents and the criteria for selecting talents affect the school.
Please list two main problems that affect or restrict the development of education in China, and make an in-depth analysis of one of them.
A: The main problems that affect or restrict the development of education in China are: 1. Allocation mechanism of educational resources. Second, develop and expand the external space needed for education.
The main problem that affects or restricts the development of education in China is the allocation mechanism of educational resources. The expansion and development of education will inevitably bring about the readjustment of various relations within education and the reconfiguration of various factors and status within education. According to the general theory and characteristics of modernization, the process of modernization is both a process of growth and a process of differentiation. From the perspective of growth, the new increment will inevitably break the original distribution pattern, and the process of differentiation also raises the problems of structural status and changes in various relations. For example, the popularization of higher education requires the structure of basic education, especially in high school.
The adjustment of different types of education in education, the gradual formation of lifelong education system, and even the structural adjustment caused by the differentiation of higher education itself. Obviously, in the process of education growth and differentiation, if we can't adjust and optimize the allocation of resources within education, it will inevitably lead to repeated setting, unbalanced structure and unreasonable distribution of educational institutions, and the resulting waste of resources, even disorderly and vicious competition.
The allocation of educational resources is reflected in the adjustment and optimization of educational structure, which mainly includes four aspects. The first is the adjustment of the hierarchical structure. The adjustment of this hierarchical structure includes not only the level differences caused by the continuous differentiation of levels, but also the changes between levels. It includes the level changes of higher education and basic education. By the way, this level change is a level differentiation on the basis of meeting the basic educational needs, which is not contradictory to educational equity. For example, after we basically realized the nine-year compulsory education, the basic education itself has undergone differentiation and level changes. The second is the adjustment of type structure. Including the type change of higher education and the type change of basic education schools. Of course, it also includes the emergence of new education. Third, the adjustment and change of educational forms, especially the development of lifelong education, and various new educational forms such as school education, social education and family education, as well as their relations, will also undergo new changes. The fourth is the change of distribution structure. The distribution of different levels and types of schools in various regions will be adjusted.
The key to realize the adjustment and optimization of educational structure lies in the allocation mechanism of educational resources. Without reasonable resource allocation, the medium and long-term development of education cannot achieve the expected goal. This problem of resource allocation and adjustment, which affects the long-term development of education, actually reflects the system reform and change of education development. In the process of establishing a market economy system, especially after the educational development mode has changed from supply-oriented to demand-oriented, how to re-optimize the educational structure in China is indeed a key to whether the long-term development of education can achieve the expected goal. Judging from the current actual situation, there are at least two problems in this adjustment of educational structure. First, the government's own management thinking on the allocation mechanism of educational resources has changed, that is, how to form a multi-level and multi-type educational structure that can meet the needs of different social strata and effectively guide all kinds of education and schools to form a reasonable positioning and service orientation; The second is the relationship between the government's macro-control and market guidance in the allocation of educational resources and the adjustment of educational structure. Obviously, the positioning between the two is different and often contradictory. How to combine these two different orientations and coordinate their contradictions embodies a very important strategic choice. And this problem will also affect and restrict the adjustment and optimization of China's educational structure in a relatively long period of time.
In a sense, the existing problems and some unreasonable phenomena in the allocation of internal resources in China's education, as well as some disorderly competition caused by these problems and unreasonable phenomena, are closely related to various problems existing in the current educational reform and development, including the employment and quality improvement of students, thus becoming one of the important factors affecting and restricting the long-term development of education.
3. Talk about your opinion on "Is pedagogy a science? Is it regular? " .
A: Pedagogy is a science that studies educational phenomena and reveals educational laws, that is, a science that studies how to cultivate people. Cultivating people is
If there are laws to follow, it is necessary to run education according to the laws of education, which should be the criterion that everyone, especially educators, must follow. Education not only has the law of cultivating people, but also has the law of its own development and change, as well as the law of educational operation and management, and so on.
Pedagogy is a science based on generalized science. Whether pedagogy is science or not depends on the word science.
Know each other. According to the strict definition of science, pedagogy is not science; However, according to the broad sense of science, pedagogy can be regarded as a kind of science. This view is obviously influenced by Dewey. Dewey advocates a broad understanding of "science": "We must understand the concept of science in a broader sense. We must have a broad enough understanding of it to include all disciplines that are usually considered science. "
On the basis of this understanding, some scholars have further discussed whether pedagogy is a science and what pedagogy belongs to.
Science ",etc., represented the thinking level of pedagogy researchers in China at that time. After studying the basic standards of science and science, these scholars pointed out: "Anyone who owns something can be called science: (1) It has a definite object and scope and will never be mixed with other sciences; (2) It becomes a system itself, without contradiction and ethical fallacies; (3) There are objective and exact facts for study-scientific research, not speculation; (4) It is quite universal and permanent. "They think that pedagogy has the above characteristics and should be a science. In order to determine what kind of science pedagogy belongs to, they also classified science and considered pedagogy as "thing"
"Science with both quality and spirit", "Although natural scientific methods are often used for standardization, their objects are nothing more than the personnel field, so one kind of social sciences should be considered as" applied science ","normative science ","natural science in induction and deduction "and" organic science ".
It can be seen that this view does not evade the "normative" disciplinary nature of pedagogy. In fact, as early as before 1923, some scholars had divided the broad science into "explanatory science" and "normative science", and thought that "pedagogy is a kind of science, a kind of normative and factual science" and "pedagogy is a normative science because one of the educational purposes comes from life philosophy-ethics". Pedagogy is a factual science because part of educational methods is based on the study of human nature and psychological facts. Clearly regard pedagogy as a "normative and factual science". 1928 "Pedagogy" in China Education Dictionary also says: "Pedagogy" aims to explore the principles and methods of education to guide practical activities. Its nature is applied science. Its foundation is not only based on natural science, but also on normative science. Since its purpose is to guide practical activities, pedagogy can also be described as one of the normative sciences. "Using the concept of" normative science ". According to a classification of "science" at that time, science can be divided into "normative science" and "explanatory science". "Normative science studies the laws of nature; Explain the laws of nature in scientific research. " Of course, calling "normative" discipline "normative science" is no longer a strict classification of the word "science", but it is not a group of words.
The so-called law is the inherent essential connection of objective things and the inevitable trend of their development and change regardless of human will.
Potential. Educational law is the essential relationship between various factors in education and between education and other things, and it is the inevitable trend of educational development and change. The task of pedagogy is to reveal all kinds of laws of education (including macro and micro) according to the logical level of education, and on the basis of revealing the laws of education, to clarify the principles, methods and organizational forms of educational work, so as to provide theoretical and methodological basis for educators.
4. Combined with the study of this class, please talk about your experience and gains in studying pedagogy.
Qualitative activities, whether organized or unorganized, systematic or piecemeal, are all education. Education in a narrow sense refers to special school education, which is an activity to guide the educated to acquire knowledge and skills, cultivate ideological and moral character, develop intelligence and physical strength, so as to cultivate the educated to adapt to the needs of a certain society (or a certain class) and promote social development according to the reality and future needs of a certain society and the laws of the physical and mental development of the younger generation. In a broad sense, education has existed since the appearance of human beings, while in a narrow sense, education is the product of the development of human society to a certain historical stage. Then combine their respective concepts to answer.
(1) The qualitative stipulation of education refers to the discussion of the essence of education. The essential attribute of education is the activity or process of cultivating people according to the needs of a certain society. When people express the essential attribute of education, they basically express its connotation from two aspects: one is the process of educating people from educators, for example, education is the process of cultivating people, cultivating people and training people; First, from the perspective of the physical and mental development of the educated, for example, education is a process of development, growth, adaptation to life, accumulation and reorganization of experience and individual socialization. In a word, the generalization of the universal nature of education is the unity of the activities of educators and educatees, and it is also the process for educators to promote the physical and mental development of educatees.
(2) Education is an activity to cultivate people and a tool for the physical and mental development of a new generation. When education is subdivided into human development, it should have three meanings:
First, people are people, not animals. People are born with the historical imprint of human evolution and precipitation in the historical process. In order to maintain and extend people's social life, so that the new generation can better engage in productive labor and adapt to the existing social life, the older generation passes on the accumulated experience of production struggle and social life to the new generation. Therefore, education is an indispensable means for the growth of a new generation and the continuation and development of social life, and it is necessary for all people and all societies. Second, human nature is not only its natural entity, but also a social entity. Education is a social activity to cultivate people. In this activity, we should not only reflect the requirements of society, but also promote people's physical and mental development. It is a unified activity process. Third, in reality, people are the sum total of social relations. As a social phenomenon, education is different from other social phenomena. It is an activity to cultivate people, and the special contradiction it wants to solve is the contradiction between the educated individual and society. This transformation process is the process of individual socialization.
A: Education in a broad sense refers to purposefully improving people's knowledge and skills, influencing people's ideology and morality, and enhancing people's physique.
In the history of Chinese and foreign education, although there are different interpretations of education, there is a common basic point, that is, education is regarded as an activity to cultivate people, which is the fundamental feature that distinguishes education from other things and is the qualitative stipulation of education.
Education has the following characteristics: a, it is the fundamental characteristic of education to train people specially; B, the influence of education on people is comprehensive and systematic; C. Educational activities are bilateral and mutually restrictive; The development of educational role is the combination of consciousness and compulsion; Unity of reality and future of educational effect.