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Teaching Evaluation of China Ancient Education from the Perspective of Constructivism [Paper]
Constructivism, as a contemporary teaching trend rising in western countries such as Europe and America, is obviously different from China's traditional education in four aspects: teaching view, learning view, knowledge view and teaching evaluation.

Paper Keywords: constructivism, teaching view, knowledge view, teaching evaluation, learning view

1 What is constructivism?

1. 1 the origin of constructivism

Constructivism is not a theoretical school, but a theoretical trend of thought, which rises in Europe and America. Kant's agnosticism has a constructive component, and Socrates' famous midwifery is undoubtedly a successful example of constructive teaching. Constructivism comes from people's attitude towards science, Piaget's cognitive theory, Vygotsky's language acquisition theory and American psychologist Kelly's personal construction theory.

1.2 main categories and basic characteristics of constructivism

There are many different classifications of constructivism. Matthews divides constructivism into three categories: pedagogy constructivism, philosophy constructivism and sociology constructivism. This paper only discusses constructivism closely related to science education. Teaching constructivism can be divided into individual constructivism, radical constructivism and social constructivism.

2. Look at the ancient education in China from the basic viewpoint of constructivism learning theory.

2. 1 teaching view

Constructivism holds that students will not walk into the classroom empty-headed. Teaching can't ignore students' background experience, start a new stove and load knowledge from outside. Instead, we should take students' original knowledge and experience as the growing point of new knowledge and guide students to understand and transform knowledge. In the classroom of education in China, the spoon-feeding teaching method is often used to impart the knowledge that the existing teachers think is correct to the students. Teachers are authorities, and knowledge is the absolute truth, which is irrefutable. The teaching method of behaviorism stimulation and response is completely adopted, which shortens the time and space for students to think freely. Without correct teaching methods, the interest in learning has also declined, learning has become a meaningless mechanical rigid fixed mode, the number of training has increased, the fixed connection between the two has been strengthened, and the knowledge that teachers require students to master has become automatic. Although the student achieved excellent results in the final academic performance test, he lost his most precious wealth-innovation and critical thinking mode. However, the teaching method adopted by constructivism is different from China's classroom education. For example, the main purpose of anchored teaching is to provide students with complete and true problem situations, stimulate students' internal motivation to learn, and generate learning needs. Through the mutual communication among members of the learning community, that is, cooperative learning, constructivism regards learning as a process of understanding experience with knowledge. In order to improve students' learning ability, it pays attention to four factors, namely, social communication process, understanding experience and existing knowledge. Teachers should consider how to deepen their understanding of what they have learned through teacher-student communication, student-student communication and students' life experience. This process not only improves students' interest, but also teaches them the way of thinking in dealing with problems-truth is not fixed knowledge.

Secondly, teachers have different roles. In China's education, teachers are the subject, the authority and the sacredness. In ancient times, there was a habit of treating teachers as parents. Respecting teachers and attaching importance to teaching is a fine tradition of China. There is nothing wrong with respecting teachers. If teachers are regarded as the subject and authority of the classroom, students will lose the opportunity to communicate with them, and teachers will lose the opportunity to understand students. How can we correctly master the teaching process according to the students' existing experience? In constructivism, teachers are regarded as students' assistants and supporters, not authoritative spokesmen. In the process of learning, teachers and students interact, understand each other's ideas and ask each other questions. There is no absolute right or wrong, they reach a consensus in mutual communication and have a relatively certain understanding of the problem. Students not only understand the true meaning of knowledge, but also cultivate the spirit of courage to challenge and criticize. In specific teaching, constructivism ensures that students get effective learning experience, so that they can construct knowledge and help each other under the correct guidance. Students who don't understand well can find better learning methods through their easy-to-understand explanations, while students who study well can deepen their understanding of the learning content through their own explanations.

2.2 View of learning

Constructivism holds that learning is not a process in which teachers impart knowledge to students, but a process in which students construct knowledge themselves. Learning is not a passive information absorber, but a meaningful active constructor.

On the differences between Chinese and western education from the perspective of learning

First of all, learning styles are different. Constructivism emphasizes a proactive learning attitude, and through the repeated interaction between one's original experience and new knowledge and experience, one finally reaches an understanding of the outside world. Constructivists have a new understanding of learners, and students are not waiting for the "whiteboard" drawn by teachers. Before learning, children already have their own experience world, and learning is based on existing knowledge and experience. Teachers guide students to find feasible methods according to their understanding style. Scientific ways of thinking and methods are much more important than correct answers. In order to activate students' thinking, constructivism believes that students should be given enough space to think and learn in the process of correcting their mistakes. It is necessary to create a learning environment conducive to thinking and let them experience the joy of learning science in the process of solving problems. Fully perceive the things around you in life, and pour your feelings into everything, so that knowledge will become energetic and spiritual, and it will truly become a child's own thing. Dewey also stressed that school life should be the link between children's life and social life, so that education meets the needs of society and is conducive to children's social development and social transformation. Learning the understanding of objective things from production practice will not only help them integrate into society better and faster, but also give them the spirit of exploring the objective world and cultivate the scientific way of thinking and the spirit of seeking truth from facts.

Secondly, the purpose of learning is different. In the 5,000-year civilization of the Chinese nation, ordinary people with lofty ideals should be obedient subjects of feudal monarchs, while people with extraordinary talents and noble morality should serve the feudal autocratic system as servants of the feudal dynasty. Ancient students were keen on fame, and the boring eight-part essay made many young students forget to eat and sleep for fame, but not all of them succeeded. Some people have worked hard all their lives and their wishes are hard to come true. "Go to school first and return empty-handed" is a true portrayal of this situation. The strict hierarchical system and the traditional thought of "learning to be an excellent official" have made students suffer a lot. From this point of view, children seem to have become tools for exams, and learning has become a shortcut to career. As the old saying goes, "There are thousands of millet in Qian Qian in the book, a golden house in the book, and Yan Ruyu in the book." It confirms the reality. The ethical relationship in China's education has evolved into a strict hierarchical system, that is, the politicization of ethics, while western education cultivates the good virtues of the main body, seeks the truth of the world for the purpose of truth, and the essence of nature, that is, the essentialization of ethics, promotes the cultivation of scientific exploration spirit and critical spirit, so that children can transcend the fetters of fame and fortune, bravely fight against nature and climb the peak of science, while the lack of innovative spirit in China's education is closely related to the utilitarianism of learning.

2.3 View of knowledge

Constructivists generally emphasize that knowledge is not an accurate representation of reality, it is only an explanation, a hypothesis, and not the final answer to the question; Secondly, knowledge can't exist outside the concrete individual in the form of entity. Students' acceptance of knowledge can only be completed by their own construction, and new knowledge and its rationality are analyzed based on their own experiences and beliefs. Students' learning is not only an understanding of new knowledge, but also an analysis, test and criticism of new knowledge. Learning knowledge cannot be dogmatic.

On the differences between Chinese and western education from the perspective of knowledge

First of all, the knowledge content is different. In ancient China, Confucianism was the main content of education, and its goal was to cultivate people's noble personality. The content of knowledge is abstract and unpredictable. Personal understanding is the main means to realize accurate understanding of things, and it is applied to real life as the principle of treating people with things. In ancient times, Mohism and Confucianism, as representatives of the interests of small producers, were opposing schools. Mohism advocates the elimination of social classes, emphasizes the role of social benefits in education, believes in experience and practice, attaches importance to thinking training and attaches great importance to the value of scientific knowledge. But Mohism disappeared because it was not in the interest of the ruling class. Constructivism holds that knowledge is developing, internally constructed and mediated by social and cultural means. Learners construct their own knowledge in the process of knowing, explaining and understanding the world, and also need to construct knowledge through social consultation in interpersonal communication. We cannot separate knowledge from learners and learning situations, and we cannot learn knowledge as an independent part. Curriculum originates from culture, so we must take this into account when setting up the curriculum. The purpose of science education is to cultivate students' scientific literacy. The core connotation of scientific literacy lies in the understanding of science-the main concept of science, the process of scientific inquiry and the relationship between science and culture. Through these three aspects, we can form an understanding of the nature of science.

Secondly, the attitude towards knowledge is different. In China's ancient education, knowledge was based on what was inherent in the outside world, and there was no doubt that Confucianism was regarded as a classic by everyone. It thinks that Confucius is sacred and inviolable, ignores the laws of the movement and development of things, regards knowledge as a static entity, and looks at problems from a static and one-sided point of view, making metaphysical mistakes. However, constructivism believes that knowledge is the product of learners' activities based on personal experience and is formed in the ever-changing social situation. Knowledge exists in the mind of the cognitive subject, and so does the knowledge in books. In view of the fact that science courses are inseparable from learners, understanding science is a dialectical process and a dynamic process. The attitudes of China and the West towards knowledge can be compared by information processing theory and constructivism theory. First of all, the viewpoint of information processing theory: make us accurately represent the world. It can be seen that China's traditional view of knowledge is static, while constructivism's view of knowledge is moving, changing and developing, and it is constantly approaching the objective source. Static knowledge view is not conducive to the establishment of knowledge relationship and the cultivation of innovative thinking.

2.4 Teaching evaluation

In the history of education in China, academic performance has always been highly valued, but in ancient times, the way to evaluate academic performance was imperial examination, and in modern times, there are also various forms of written examinations in college entrance examination and senior high school entrance examination. Academic achievement is the result, regardless of the process, only the result. In real life, although teachers attach importance to students' understanding of knowledge, they are more concerned about whether students can get better educational opportunities, which must be guaranteed by excellent grades. Therefore, although teachers realize that the understanding process is very important, they have to compromise the "enrollment rate" and design their own teaching according to the course content and examination requirements, so that students can master the examination content efficiently and win excellent results in the academic performance test. This goal of emphasizing scores over ability will inevitably lead to the mechanical rigidity of teaching methods, stifle students' interest and desire in learning and form inappropriate evaluation methods. Students learn not because of learning itself. Focus only on personal rankings and scores. From the perspective of constructivism, this teaching environment is not conducive to students' learning and growth, and learning cannot be limited by the evaluation of scores. Although evaluation is an important link in establishing a good learning environment, an appropriate evaluation method is more conducive to students' learning. Constructivism teaching method adopts the evaluation method of combining process and result, and the process is placed in the result, which not only pays attention to the final score, but also pays attention to the performance, thinking mode and attitude of students in the process of solving problems. Gardner's theory of multiple intelligences shows that in the process of learning, we should not only pay attention to the cultivation of general intelligence, but also improve comprehensive quality. We should realize that the function of evaluation is not only screening and selection, but also encouragement and feedback. The content of evaluation should pay attention to the development of various potentials, the evaluation technology should pay more attention to qualitative analysis, the individual differences of students, adopt more styles and open methods to evaluate, instead of relying solely on paper-and-pencil tests, and the evaluation angle should be inclined to the process and development, paying attention to the current situation, potential and development trend of students.

3 Conclusion

"Science and technology are the primary productive forces", and the spirit of innovation is the key to scientific development and the driving force for a nation's development. At present, most of the talents trained by education in China are knowledge-based talents, lacking innovative consciousness. Constructivism emphasizes learners' self-construction and self-discovery, and requires that this kind of self-learning should be combined with scenario-based cooperative learning and research-based learning, which is especially conducive to the cultivation of innovative thinking, innovative consciousness and innovative ability. Although the view of constructivism is conducive to the cultivation of students' innovative thinking, the teaching methods provided by constructivism are not perfect. It is suitable for the study of advanced knowledge, but it is not conducive to the teaching of primary knowledge. The traditional educational methods in China are beneficial to the study of primary knowledge, but not to the study of advanced knowledge. If the school's teaching reform can be guided by advanced teaching theory, reform the original teaching methods and teaching evaluation, establish a correct educational concept, and combine their advantages with traditional teaching.

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Express gratitude/gratitude

Time flies, four years of college life came to a successful conclusion with this graduation thesis. In the process of writing, there are many people who make me grateful and moved. First of all, I want to thank my mentor-Song Fugang. Give serious guidance on the topic and writing plan of the paper before opening the topic; In the process of writing, I put forward valuable suggestions for revising the paper. I sincerely admire the teacher's serious and responsible attitude and serious teaching, and especially thank Mr. Song Fugang.