The key to getting out of the misunderstanding is seeking truth and being pragmatic. First of all, we should have a correct understanding of what educational innovation is and whether it is necessary to form a scientific understanding. Second, use "democracy" to control and restrain wayward power and prevent some powerful people from "kidnapping" education in the name of innovation.
Whether it is the reform and innovation at the national level, the regional level or the school level, relevant people need to form a correct understanding and establish a correct concept of educational innovation.
First, the real "educational innovation" is not easy. Don't talk rashly or falsely about what you are doing. Innovation must conform to novelty and practicality. Not novel, the packaging and labels of old wine in new bottles are not innovative; Novel but useless or even harmful, and not innovative; It is neither novel nor harmful, let alone innovative. Many so-called educational innovations are neither novel nor harmful, and they are typical pseudo-innovations, which are really tossing.
Second, don't be superstitious about educational innovation. Some educational innovations are unnecessary. We should consider the cost of innovation and reform. Even if some practices meet the standards of novelty and usefulness at the same time, if they consume more resources than the existing practices, then this innovation is not worth adopting. Educational innovation is only a means, not an end.
Third, usefulness is more important than novelty, and old practices that are useful but not novel are more valuable than new practices that are novel, useless or novel and harmful. We must regard the usefulness, especially the effectiveness to students' development, as the starting point and destination of educational reform and innovation. Some practices are useful but not novel and do not belong to the category of educational innovation, but they are more valuable to students' all-round development and personality development, and are worth adopting.
Fourth, "takenism" is not shameful, but it is ridiculous to want to be different in everything. It is good to "bring" other people's good practices and local good practices. It is ridiculous to look down on "bringing" and always think that the world is the first and fill the gap, so that "innovation" prevails. Don't deliberately be different, be good at learning from others. Many good practices in education have existed for a long time. For most schools, it is enough to fully learn from and use these good practices.
Fifth, don't "pseudo-innovation", but "micro-innovation". Education reform should not be ups and downs, and education can't stand such tossing. We need small reforms and micro-innovations step by step. This kind of reform and innovation is not vigorous, but it is solid.